VoiceThread

VoiceThread

VoiceThread is online media is an online collaboration resources that has the ability to transform traditional classroom projects into online learning experiences that can be access anywhere around the world.   The instructor or student has the ability to load a document, voice recording or video and allow from feedback or collaboration from others.  VoiceTread is a great tool if internet and computer resources are available and easily accessible.

VoiceTread can be incorporated into Career and Technical Education (CTE) but it might require some creative thinking to incorporate the technology.  The project that I feel can use the VoiceThread technology would be my Woodworking “Catapult” project.  During the course of the project, I have the student’s research different designs and sketch various versions (catapult and trebuchet).  Students could upload their images, then collaborate with their peers on which design would produce the best siege machine and why.  Once the collaborating is complete, they can produce presentation of the design they chosen and explain why their design is worthy.

During the group collaboration, the instructor and review the information being discussed and provide feedback. This virtual document can also be used as notes or a future presentation. Overall, I think VoiceThread and bring life to an exhausted lesson and provide students to 21^st Century Technology skills.

Reverse Engineering the "Tool Box" project:

https://voicethread.com/share/3808819/

Using Technology to Transform the Classroom

Constructivism is the idea that individuals construct their own knowledge and apply meaning (Lever-Duffy& McDonald, 2008). Being a CTE instructor, all of my classes allows for this theory to be practiced. For example: In my wood working class, students learn everything they need to know about tools and the building process. From their prior experience / knowledge, they can the build various projects and enhancing their learning experience.

After all of the instruction and safety practices have been installed, the classroom turns into a student directed environment. As a teacher, I just monitor the class for safety concerns and provide tips. Students are encouraged to complete the project with emphasis on quality and safety.

References: 

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Using Cognitive Tools to Enhance Learning Experiences

Using Cognitive Tools to Enhance Learning Experiences

Virtual field trips are an excellent way to provide students with a learning experience that may not be financially practical or even possible.  The use of 21^st Century technology provides classrooms the opportunity to bridge the impractical to practical. For my assignment, my students are learning about the famous Architect Frank Lloyd Wright. Because of the geographic location of his designs and works, having a field trip is financially impossible. Using 21^st Century technology, such as the internet and podcast; students are able to explore the mind of Frank Lloyd Wright in detail.  For the assignment, I gave student several different assignment requirements that they have to research. 

The requirements, biography, famous buildings and pictures; needed to be recorded digitally. For my assignment, I used the website Spiderscribe.net to complete the requirements. My students used the Microsoft Word to create a bubble chart and text documentation.  Students found the activity fun because of the flexibility and organization of the bubble chart.  The ability to relate the information to one another using the “paths” gave students a visual road map of Wrights life and accomplishments.

Dr. Orey claims that the addition of pictures to information allows for a higher retention rate in the human mind (Laureate Education, 2010). Following the completion of the assignment, I tested the students on the name of several building that Frank Lloyd Wright designed and I had over 85% passing rate (35 students).  The general feel from the student that they enjoyed using different forms of technology to explore and document their findings.

References:

Laureate Education, Inc. (2010). Behaviorist Learning Theory. Baltimore, MD: Dr. Michael Orey.

My Spiderscribe.net link:

American Architecture:  Frank Lloyd Wright

http://www.spiderscribe.net/app/?ef0d27cec415dcbf27981a86fe2aafff

Behaviorism in Today’s Classroom

Behaviorism in Today’s Classroom

            I believe that drill / practice and remediation and demonstrations have a place in classroom today.  For example, in a wood shop class setting; safety practices must be practiced every second of the day or an injury could result. Repetition and structure is crucial to the learning environment.  Unwanted or negative behavior must be corrected, or the safety of all students may be jeopardized.  Some classrooms may place more emphasis on these particular techniques, but limitation should be considered to diversify the students learning experience and growth.  In classes that technology is accessible, remediation activities is most effective when limited (Laureate Inc. 2010).

For example, when I discuss safety features on a power tool, I explain everything they need to know from A – Z.  I immediately have the student perform a performance activity where I can give feedback and then discuss my observations with the entire class at a later point in time. I use examples of proper tool usage by students and also situations that could lead to potential injury. 

Orey stated that students change their behaviors to satisfy desires they place value on (Orey, 2001).  While building projects in a wood shop setting, students can place value in the hard work and quality of the project. Their confidence and excitement increase as their projects takes shape, in conjunction with positive feedback and quality improving tips. At the end of the activity, they have physical evidence (project) of their hard work that can receive positive feed back from friends and family.

References:

Laureate Education, Inc. (2010). Bridging Learning Theory, Instruction & Technology. Baltimore, MD: Orey.

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

Reflection

        Dr. Thornburg stated that educators should challenge students educationally by incorporating technology into their lessons that maximizes student engagements and learning potential.  After the completion of this course, I took time to reflect on the information and technology discussed. I have benefited from the exposure to technology, such as Wikispaces, blogs and podcast; and the various possibilities to integrate them into my classroom setting and lessons. As a teacher that takes pride in "thinking outside of the box", I found myself being stubborn and being narrow minded.
        My views have changed on the technology discussed, and have started developing lessons that incorporate blogs and pod casts. My openness to new ideas and flexibility in utilizing new technology has allowed me to continue to practice a facilitators teaching style. I believe digital native student's knowledge of current technology allows them to explore information and apply their knowledge using various forms of media.

Integrating Technology Goals (2 years):

        As I strive to become a professional educator, I must continue to expand my technological pallet and integrate my knowledge into my classroom.  Educating myself through workshops and online tutorials, I can develop an understanding of the technology and begin to apply the knowledge into my personal and professional routines.  During my personal exploration and learning stage, I can determine if the technology can be utilized and to what extent.  If the technology is available, I must validate the purchase of the equipment by creating lessons that promote higher level thinking, maximize student engagement and develop skills used in industry.

Profiling the Students of Tomorrow

Here is the Youtube link for my Podcast:
http://youtu.be/WTkERdxCjcw

21st Century Skills: Website Review

Partnership for the 21^st Century Skills: Website Review

The Partnership for the 21^st Century Skills (P21) is a nation organization aimed at creating a partnership between education, business, community and governments that prepares K-12 students for the future workforce. P21 believes that narrowing the gap of current and future workforce’s skill-set and technological needs is possible, if K-12 schools incorporate the 3Rs and 4Rs educational format. The 3Rs places emphasizes on subjects such as English, reading, math, science etc. while the 4Rs emphasizes the need for critical thinking and problem solving, communication and innovation. The P21 website offers a plethora of links to various resources, publications to further understand and incorporate their concepts.

While P21 makes a great case for the need for schools to apply to the 3Rs and 4Rs, I personally feel that placing the responsibility solely on K-12 education is misguided.  K-12 education responsibility is to education the youth the basic skills to be productive members of society and stress the importance furthering their education. The individual needs to become a “life long learner” and continue their education at colleges, trade schools or educational workshops.  Business interrogating new technology should also carry the burden of educating and financing the current workforce or provide aid to new employees.

As a Career Technical Education instructor, I incorporate concepts like P21 3Rs and 4Rs in to my courses. Students are learning and practicing techniques currently used in industry. Following graduation of high school, my students have the necessary skills to earn entry level jobs in fields of auto, drafting and woodworking. It is the responsibility of the individual to make the necessary sacrifices and iron out a path that will make them relevant in the 21^st century.   

The Partnership for 21^st Century Skills (P21)

http://www.p21.org/