Voice Thread – Introducing ancient capitals in China – part one Beijing

I used voice thread to design an activity. I made 8 pages of PPT and each page is a topic. In PPT page 2,3,4,5 there are pictures and questions; in PPT page 6,7, 8 only has pictures. Students may have 2 classmates as a team, they need to select one topic, either answer questions and add more information of history, or find 5 resources related to the pictures. They will have a short presentation at the next class.

My Voice Thread     https://voicethread.com/myvoice/#thread/8279843

Voice Thread

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Constructionist and constructivist learning

As teachers from our experience knew that traditional teaching is teacher centered in the class, one-way transfer of information, limited participation, and encourages students to memorize what we taught. Students felt bored, lose attention, and lose interest. In order to engage students’ motivation of learning, education experts researched and suggested to use constructivism and constructionism learning theories into the classroom. Dr. Orey (2011) explained the constructionist learning strategy is people learn best when they build an external artifact or something they can share with others. That means engage students to build knowledge through the project. From this learning strategy they learn to collaborate, share, discuss, and solving problem skills with their peers. Dr. Orey (2011) also stated the constructivist learning strategy is a theory of knowledge stating that each individual actively constructs his or her own meaning experience with something. That means, it depends on everyone’s different experience that everyone expresses their own meaning, different from others. As well as to link what students knew and new information to engage students, focus on building somethings by creative, active learning, and foster critical thinking.

I use google docs program in my classroom. Students could share their ideas, comments, and collaboration to create a project via the google docs. Ozer (2001) stated in constructivist classrooms, unlike the conventional lecturer, the teacher is a facilitator and a guide, who plans, organizes, guides, and provides directions to the learner, who is accountable for his own learning (para.2). I would provide a constructivist and constructionist learning environment to engage students effective learning. To be a model guide, encourage, and engage my students to build their knowledge and create their project through the activities; to use project- based learning as a strategy.

Brown (2015) in her video introduced constructivist learning theories: Social activism, learning as social experience and social influences on learning. Scaffolding theory, Learning as a cognitive building process. She also introduced constructivist methods of teaching, group-based cooperative work, learning through real-life situations, visual format, mental models, global goals problem solving, and divergent thinking. In my GH program, I would ask students to use graphic organizers and virtual field trip to create a project that students could collaborate, cooperate, share information working together, have social influence on learning, and solve a real problem. Pitler, Hubbell, and Kuhn (2012) stated generating and testing hypotheses is particularly effective when compared to more traditional instructional activities and they are higher-level cognitive tasks; graphic organizers are a good way to do this. As well, other educators found that students who generate and test hypotheses by engaging in problem solving have a clearer understanding of lesson concepts (p.204). I would engage students testing hypotheses and generate with a variety of structured tasks to solve problems when they work on a project because they would understand the concepts from the learning process.

Pitler et al., (2012) stated technology plays a vital role in generating and testing hypotheses because new developments in probe ware and interactive applets allow students to spend more time interpreting the data rather than gathering the data (p.205). In my GH project, I would use project- based learning and constructivist methods as strategies, have students create a project, integrate technology to help students learn better and build their knowledge. This project will meet ISTE standards for students 1b, students demonstrate create thinking, construct knowledge, and develop innovative products and processes using technology. Create original works as a means of personal or group expression. This GH project also meet ISTE standards for teacher 1b, teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources. Students through constructionist and constructivist learning strategies, integrate technology and gain creative, collaboration, sharing, problem solving, interest, and motivation to learn achievement.

 

References

Brown, J. (2015). Constructivist methods of teaching [Video file]. Retrieved from https://www.youtube.com/watch?v=7-80HyiimDE

International Society for Technology in Education. (2007). ISTE standards for students. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-students

International Society for Technology in Education. (2016). ISTE standards for teachers. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-teachers

 

Laureate Education (Producer). (2015e). Constructionist and constructivist learning theories [Video file]. Baltimore, MD: Author.

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

Ozer, O. (2004). Constructivism in Piaget and Vygotsky. Retrieved from

Graphic organizer mapping for cognitive learning (Week 4)

My graphic organizer mapping “Chinese cuisines types map” that I designed for helping my students understand part of Chinese culture – Chinese cuisines. I also provide a virtual tour “The five major cuisines of China” to show different Chinese cuisines. I have students become four groups as northern, central, western, eastern parts of China and they need to collaborate to make a report as each group to introduce their cuisines after this tour and have learned graphic mapping information. From this tour, students could learn Chinese food culture of different cuisines that came from different provinces. As well as they could learn history and geography of China. Furthermore, in order to engage my students to prepare an AP test, improve their knowledge, and motivate them to learn achievement. Therefore, I utilize cognitive learning theory with concept mapping tools, elaboration, and Dual Coding of information; providing students to organize resources and information, effectively learning.

The five major cuisines in China virtual tour   http://tinyurl.com/zrex466

Chinese cuisines types Graphic mapping  https://cacoo.com/diagrams/aKOsEPDyVSjqXgCD

MD3- Assignment Blog: Behaviorist learning theory, instructional strategies, and technology tools

In the 21st century teachers need to know how to teach more effective practices in the classroom. Teaching and classroom management are both important to define an effective teacher. As educators we need to know how to use behaviorism theory and strategy to develop and improve classroom management. Behavior is positive and negative reinforcement.

Dr. Orey (2015) stated behaviorism including two conditions.1, Reinforcement of desirable behaviors.2, Punishment of undesirable behaviors. Reinforcement is more powerful than punishment. If a teacher use reinforcement theory in an appropriate manner, that is a more powerful tool to engage students learning. The punishment theory easily loses students’ interest. In Dr. John Wilkinson (2013) video “Teaching with behaviorism”, the teacher describes and demonstrates the class outline and content, then practices with monitoring and praise to engage students’ learning behavior. Teachers should be utilizing positive reinforcement strategy to motivate students’ good learning behavior and provide a positive learning environment. Pilter, Hubbell, and Kuhn (2012) stated the instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning. To use the strategy of reinforcing effort effectively, teachers must understand the relationship between effort and achievement and the importance of consistently exposing students to information related to effort (p.57). As teachers should provide students with explicit rubric to guide students exactly knowing and understanding how to make a great effort achievement. Pilter, Hubbell, and Kuhn (2012) also stated technology helps students and teachers to better track the effects of effort and provide more immediate feedback to students. An easy way to help students make the connection between effort and achievement is by using a spreadsheet (p.58). If teachers use technology to make a spreadsheet and give students a clue of what effort looks like, then students could connect between effort and achievement, track their effort, and get feedback from teachers immediately.

Currently, my senior students are tired to do an assignment because their academic workload is too heavy. In order to motivate my students learning achievement, I would utilize multiple technology tools to teach, to practice, and to help students understand effort and achievement. Using positive reinforcement to encourage students’ learning behaviorism, I would use Genius Hour program to integrate curriculum. This genius hour program has to use technology to complete it and it must meet ISTE standards for students 4, Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. This program also meets ISTE standards for teachers 1 b, engage students in exploring real-world issues and solving authentic problems using digital tools and resources. And 1c, promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative process. During Genius Hour program, I would use positive reinforcement behaviorism theory to courage my students’ learning behavior and to motivate students to create their passion and favorite projects.

 

References

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016

International Society for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-teachers

Laureate Education (Producer). (2015). Behaviorist learning theory [Video file].

Baltimore, MD: Author.

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Wilkinson, J. (2013) Teaching with behaviorism: Behaviorism [Video file]. You Tube. Retrieved from https://www.youtube.com/watch?v=sRc9Noz80ko

 

 

Reflection of technology’s impact on education and society

Reflection of technology’s impact on education and society

Technology is constantly growing and improving to make us rapidly move further into the 21st Century. High technology changed our life, thinking, and impacted the whole world. We rely on technology and cannot escape it. Since technology is part of life and impacts our education, work, and society we must adapt. We as teachers have to develop our own technology skills as a professional teacher to provide our students 21st century technology knowledge and skills, to help them in lifelong learning and prepare for future college and career in the real world.

Today’s students have grown up utilizing technology before they even get into the classroom (Richardson, 2010). Many students use technology for learning more information and some students use technology as a social tool like Facebook, Twitter, and blogs over the internet. Dodd (2012) stated Twitter is not only a viable option for those teaching older students, but primary as well.  Once educators understand the power of Twitter for their own professional needs, the next step is to think about how it could be best utilized in the classroom. I did not have professional technology skills before I took this course and my school does not allow students to use social media in the classroom. However, after I read resources and through activities, I learned how to create a twitter account, blog posting, social bookmarking and use wikis to create lesson activity from this course. The resources provide me some ideas for how to use Twitter in my classroom and model the responsible usage of social media.

McCallum (2012) stated technology make a work hard from the start, its’ a lot easier to do it right from the beginning than trying to make it up in the end. It is so true that I spent considerable time to navigate and to learn how to create my blog and use twitters. McCallum also stated never be afraid to try new things, to support his idea; engaging web 2.0 tools to change the rules of the game of school (2012). I follow his idea from his presentation and his article because he opens my eyes and my mind to see different effects with the same game.  As teachers to ensure that this takes place is by examining how web2.0 tools can be efficiently integrated into our teaching. Dabbs (2012) stated the use of Web 2.0 Tools to support instruction is vital. How we use these tools is going to make a critical difference in how we measure our students’ success and how they are supported to meet 21st century skill sets. Not only I learned to incorporate Twitter into my classroom, I learned to use blogging, social bookmarking, wikis in this course as well. These technology knowledge and skills helped me to develop myself as a professional teacher. Tucker (2014) stated students must have the 21st Century Learning and higher-order thinking skills to compete in a global society. The transformation to a learning ecosystem will create traits and skills such as cooperation, sharing, reflection, publishing, and learning. Teacher’s role should change to facilitator to provide students professional knowledge and specific skills they can use in 21st century real life. Web 2.0 tools benefits me teaching and students learning.

Dabbs (2012) stated as educators, the use of Web 2.0 tools is transforming our work, and more specifically the way we support students in the classroom. As schools bring more technology into their classrooms, teachers will in turn strive to put more technology in their students’ hands. I am open to trying to use twitter in my classroom, make lesson plan with wikis, post articles on blogging and social bookmarking. Students are also to learn 21st century skills of collaboration, communication, problem solving, self-direction, teamwork, creativity, social responsibility. Students through these skills apply what they learned to their college and workplaces in the real world.

The roadblock is technology equipment lack or availability in my school. Darling-Hammond, Zielezinski, and Goldman (2014) stated that it is important for the curriculum and instruction to “enable students to use technology to create content as well as to learn material” (p. 15). Engaging the students to use technology to create their projects motivate students learning. However, some classrooms do not have technology equipment, technology does not always work or is not always readily available for the students to use. I hope school will improve technology equipment and network problem to provide students a good learning environment. Due to technology or network problem sometimes have to force changing lesson plan, I select google apps, google docs, and google drive as tools to assist students with 21st century skills to create project in the class. I use podcast, wikis and social bookmarking as well.  I apply these technology tools to provide students professional knowledge and skills to facilitate changing classroom of 21st century; as well as to meet ISTE standard for students and teachers.  These blogs postings, google docs, and podcast meet International Society for Technology (ISTE, 2015) Students Standard Two: Communication and Collaboration by communicating information and ideas effectively by using a variety of media, and develop cultural understanding and awareness. These google doc, bloggings, bookmarking, and podcasting also met ISET (2015) Students Standard Four: Critical thinking problem solving and decision making by using multiple processes and diverse perspectives to explore alternative solutions.  I am sure that these bookmarking, blogs, podcast, and wikis would meet ISTE (2015) teacher Standard One: Facilitate and inspire student learning and creativity to promote support and model creative and innovative thinking, engage students in exploring real world issues, and promote student reflection. Also meet ISTE (2015) Teacher Standard Three: Model Digital Age Work and Learning by demonstrating fluency in technology system and transfer current knowledge to new technologies and situations.

Clemmons (2013) stated classrooms in the 21st century is undergoing a rapid transformation into new learning environments that are highly flexible, configurable and collaborative. Dr. Thornburg addressed technology use in the classroom is important because it allows the many teachers created lessons to be student centered, building critical thinking skills that increases students learning (Laureate Education, Inc., 2015a.) Learning the 21st-Century skills needed for college and career readiness is important for students to learn from teachers. In order to deepen my knowledge of the teaching and learning process with respect to integrate technology into the classroom. I will continue to develop myself as master learner. I will continue to grow to learn new technology knowledge and new skills though I gained many technology knowledges in this course and understand the ISTE teachers and students’ standards help me transform my teaching practices and take me moving forward in order to reach higher levels of college and career readiness. I will continue to develop myself as master learner, impact students and motivate lifelong learning. Teachers that integrate technology into the classroom will develop students learning achievement as well. Once teachers know how to use the right methods of technology, these tools can have profound effects on our students to prepare them for the 21st century real world in the future.

Human Resources. (n. d). addressed the professional practice SMART goal model is an outcome rather than activity focused and must be developed in conjunction with two student learning growth objectives. SMART goal = teacher effectiveness = students’ achievement. In order to help my students to gain knowledge and skills for future; meantime deepen my knowledge of teaching and process of learning. I set two long term SMART goals to transform my classroom environment.

SMART goal 1 for helping students. This is two years’ goal SPECIFIC helping students gain professional knowledge and skills for 21st century real world. I would transform integrating technology knowledge and skills in the classroom environment. This two years’ goal is MEASURABLE, the date starts from new semester beginning by utilizing technology as tools like blogs postings, google docs, wikis, and podcasting, integrate into my classroom and MOTIVATE students in maintaining to gain professional knowledge and skills achievement. Students through multimedia technology expand their understanding and involvement with positive social change. This goal could be a MUTUAL benefit to teachers, students, colleagues, parents, and community. This goal ATTAINABLE, teacher provide 21st century skills like collaboration, communication, problem solving, critical thinking real-world application for my students to meet ISTE Students Standard Two: Communication and Collaboration by communicating information and ideas effectively by using a variety of media, and develop cultural understanding and awareness. And ISTE Students Standard Four: Critical thinking problem solving and decision making by using multiple processes and diverse perspectives to explore alternative solutions. This goal is REALISTIC and RELEVANT. Teacher offered professional technology knowledge and skills to help students prepare for future in their college and workplace. Students learn to utilize multimedia technology to accomplish their projects. I believe it will fully engage the students and allow the students to experience 21st century skills of collaboration while preparing for college and career readiness. This SMART goal is SPECIFIC, MEASURABLE, ATTAINTABLE, REALISTIC, TIMELINE start from new semester to accomplish this goal.

SMART goal 2 for helping myself transforming. This is two years’ goal SPECIFIC in order to deepen my knowledge of teaching, professional practice and learning of transforming, integrate technology knowledge skills in the classroom environment to help students gain skills to prepare for 21st century real world. SMART goal 1 for helping students. This is two years’ goal SPECIFIC helping students gain professional knowledge and skills for 21st century real world. I would initiate integrating technology knowledge and skills in the classroom environment. This two years’ goal is MEASURABLE the date starts from new semester by utilizing technology as tools like blogs postings, google docs, social bookmarking, wikis, and podcasting in my classroom and MOTIVATE students maintaining to gain professional knowledge and skills. I will continue to develop my knowledge and skills as a professional teacher. I will attend seminars, workshops, and professional teachers training to improve myself to transform new knowledge and new skills into my classroom, to provide and offer students an effective, positive impact in their learning environment. Students through multimedia technology expand their understanding and involvement with positive social change. This goal could be a MUTUAL benefit to teachers, students, colleagues, parents, community, and society. This goal ATTAINABLE, teacher provide 21st century skills like collaboration, communication, problem solving, critical thinking real-world application for my students to meet ISTE Teachers Standard One: Facilitate and inspire student learning and creativity to promote support and model creative and innovative thinking, engage students in exploring real world issues, and promote student reflection. 21st century skills of communication and collaboration by communicating information and ideas effectively by using a variety of media, and develop cultural understanding and awareness. And ISTE Teachers Standard Three: Model Digital Age Work and Learning by demonstrating fluency in technology system and transfer current knowledge to new technologies and situations. In addition, create, critical thinking, problem solving, and decision making by using multiple processes and diverse perspectives to explore alternative solutions. This goal is REALISTIC and RELEVANT. Teacher offers professional technology knowledge and skills to help students prepare for future in their college and workplace. This goal meets CAEP content standard as well. Students through research learn a deep understanding of different cultures the critical concepts and principles of content. I utilize multimedia technology to accomplish my goal in my classroom. I believe it will fully engage the students lifelong learning and allow the students to experience 21st century skills of collaboration while preparing for college and career readiness. This SMART goal is SPECIFIC, MEASURABLE, ATTAINTABLE, REALISTIC, TIMELINE start from new semester to accomplish this goal.

References

Clemmons, R. T. (2013). Technology, instruction and the 21st century classroom: Best practices for using the lasts technology to create 21st century classrooms

Retrieved from http://www.edtechmagazine.com/higher/article/2013/05/technology

instruction-and-21st-century-classroom

Dabbs, L. (2012). Using web 2.0 tools in the classroom.   Retrieved from http://www.kidsdiscover.com/teacherresources/web-2-0-tools-classroom/

Darling-Hammond, L., Zielezinski, M., & Goldman, S. (2014, September). Using technology to

support at-risk students’ learning. Retrieved from https://edpolicy.stanford.edu/sites/default/files/scope-pub-using-technology-report.pdf

Dodd, C. (2012). Twitter in the classroom. Retrieved from http://plpnetwork.com/2012/04/27/twitter-in-the-classroom/

Human Resources (n. d.) Eugene school district 4J: Professional practice S.M.A.R.T. goal

Retrieved from https://www.4j.lane.edu/wpcontent/uploads/2013/04/4J_HR_TE_Professional-Practice-Smart-Goals.pdf

ISTE. (n. d.-a) Standards for students. Retrieved November 5, 2015, from http://www.iste.org/standards/iste-standards/standards-for-students

ISTE. (n. d.-b) Standards for teachers. Retrieved November 5, 2015, from http://www.iste.org/standards/iste-standards/standards-for-teachers

Laureate Education (Producer). (2015a). Transforming the classroom with technology: Part 1

[Video file]. Baltimore, MD: Author.

McCallum, R. (2012). Changing the rules of the game of school: Engaging web 2.0 tools

This slideshow could not be started. Try refreshing the page or viewing it in another browser.

retrieved from: https://prezi.com/bcw6z57ggfnx/changing-the-rules-of-the-game-of-school/

Tucker, S. Y. (2014). Transforming pedagogies: Integrating 21st century skills and Web 2.0 technology. Turkish Online Journal of Distance Education, 15(1), 166–173. Retrieved from the Walden Library databases.

Week 2 Module 2 – Utilizing Blogs in the Classroom

WK2 Module 2 Blog post

I currently teach high school foreign language and AP program. Junior and senior students are more independent then freshman and sophomore students in high school.  I use a different way and different technology tool to teach them because they have different needs. Dr. David Thornburg (2010) states in Technology and Society that all of these tools can possibly be used to increase learning. I did not use blog in the class yet, but after I read and learned from our materials in Blogs, Wikis, podcasts, and Other Powerful Web Tools for Classrooms; I found that blog incorporates many 21st century skills to provide students’ need now and future. I am motivated to begin using blogs with my students in my classroom; and both students and I will utilize this tool to increase learning, to post our thinking and responses.

I never thought to use social media tools as a learning tool in the classroom. I do lots of emailing with students and parents, because of the school’s policy, there is no contact with students via social media. However, there are many ways you can use a blog in the classroom after I read this week’s reading materials and I realized that when teacher uses in the right way with these tools, these tools can have profound effects on our students to prepare them for the 21st century real world in the future.

As Garrett Wigg (2013) stated there would be issues to overcome like privacy and internet safety, but after consultation with school administration, blogging would be an asset to the class curriculum. Teachers through use of blogs activity engages students and motivates them to work hard. In Spotlight on Technology: Blogging in the Classroom, it was a pointed out that students do not want to post their work that is poorly done at the risk of classmates seeing their work. Therefore, they will be more apt to check errors before posting. I attempting to start a blog in my class. We read a couple blogs posted on AP program and on ACTFL blog; that these blogs help students to understand AP test rules and test format, and to know ACTFL foreign language’s standards. These blogs help students not only understanding what they should know, but also helps students fully participate in reading blog postings. I also posted other foreign language articles on blog to help students increase their reading ability and writing skills; students posted their response to each other their opinions after reading blogging. These bloggings met International Society for Technology (ISTE, 2015) Students Standard Two: Communication and Collaboration by communicating information and ideas effectively by using a variety of media, and develop cultural understanding and awareness. These bloggings also met ISET (2015) Students Standard Four: Critical thinking problem solving and decision making by using multiple processes and diverse perspectives to explore alternative solutions.  I am sure that these blogs would meet ISTE (2015) teacher Standard One: Facilitate and inspire student learning and creativity to promote support and model creative and innovative thinking, engage students in exploring real world issues, and promote student reflection. Also meet ISTE (2015) Teacher Standard Three: Model Digital Age Work and Learning by demonstrating fluency in technology system and transfer current knowledge to new technologies and situations. As educators have to responsibility to make sure the lessons we create allow for students to practice the 21st century skills they need through learning experiences and lessons to use of technology proficiencies.

References

Laureate Education (Producer),(2010). Spotlight on technology: Blogging in the classroom [Video file]. In Understanding the impact of technology on education, work and society. 

Retrieved from http://class.waldenu.edu/

Laureate Education (producer). (2010). Technology and society [Video file]. In Understanding the impact of technology on education, work and society. Retrieved from http:// class.waldenu.edu/

ISTE. (n.d.-a) Standards for students. Retrieved November 5, 2015, from http://www.iste.org/standards/iste-standards/standards-for-students

ISTE. (n.d.-b) Standards for teachers. Retrieved November 5, 2015, from http://www.iste.org/standards/iste-standards/standards-for-teachers

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd

ed.). Thousand. Oaks, CA: Corwin.

Wigg, G. (2013). Twitter Or: how I’m learning that social media is my friend. Practically, Primary, 18(3),34-35

 

Technology is constantly growing and improving to make us rapidly move further into the 21st Century. High technology changed our life, thinking, and impacted the whole world. We rely on technology and cannot escape it. Since technology is part of life and impacts our education, work, and society we must adapt. If we cannot quickly master technology and rely on our students’ technology skills, then we are outdated and even miss the boat.

Technology supports classroom for collaborative learning. The class blogs as a teaching tool to promote students interaction and use a group blog to actively support learning activities.

New blog !!!

This is my first time create a blog, many emotions inside from confused, frustrated, and excited. It is hard to me not only first time attempt but also I am not familiar technology. I use Facebook instead of Twitter; google chat ,hangout, Line, Wei chat instead of Skype. These tools are easy to use and to post. Blog is more function and more useful if we know how to use it. Now I create a blog , I will learn how to use my blog  better.