Assignment: Blog: Constructivist Learning Theory, Teaching, and Learning - MD5Assgn Mitchell S

 

Assignment: Blog: Constructivist Learning Theory, Teaching, and Learning

     Constructivist/Constructionist learning theories relate to dynamic knowledge being constructed in the thought processes of the learner from the aspect of creating ideas through the active engagement of building an artifact that can be reflected upon and shared with others (Orey, 2010, p. 130). In this week's discussion, the scholarly source I located said “constructivism does not embody a recipe for teaching, instead, it is a theory explaining learning— implementation of this learning theory becomes the most important characteristic of well-designed lessons” (Uzuntiryaki et al., 2010, p. 403). The relationship between these learning theories with instructional strategies, and technology tools can be looked at as a way of incorporating proven teaching methodologies with digital design applications that are currently in use. An example of this would be students creatively engaging in producing and “writing a word processing document” (Laureate Education, 2015e, paragraph 21) from a teacher-generated rubric for an assignment. These strategies and tools work together to support student learning in constructivist/constructionist learning theories by a “learning by design process” in which students produce an original artifact in line with the parameters of the lesson and or assignment. 

     In the future, I might use the constructivist-based instructional strategy of learning by design with Web 2.0 digital mashup tools to implement the start of a lesson on “the parts of a chemical reaction”. In this scenario, the students may use a minimum of two multimedia applications, of their choice, to describe and portray the reactants and products of a favorite recipe, in which they would like to cook, in order to introduce the concepts associated with chemical reactions. The Educator ISTE standard of continually improving the practice by “exploring proven and promising practices that leverage technology to improve student learning” (ISTE, 2008) is associated with the aforementioned strategy and tools. And curating “a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences” (ISTE, 2016) for the student as a knowledge constructor is associated with technology tools needed for applying the constructivist-based instructional strategy.

     In this week's discussion, the popular source I located can be applied to a constructivist classroom by encouraging students “to elaborate on their ideas and use evidence to bolster their opinions” (n.d., Study.com) in order to value the learner’s point of view from an educator’s standpoint. I would integrate the merits of this type of source into my GH assignment in order to support the application of the constructivist learning theory associated with allowing students to engage with material that relates to their interests which can help strengthen their motivation to learn and deepen their understanding of a unique problem they wanted to solve.

 

 

References

 

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

International Society for Technology in Education (ISTE). (2008). Standards for Teachers. 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.). (2010). Emerging Perspectives on Learning, Teaching, and Technology. http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

(n.d.). Study.com | Take Online Courses. Earn College Credit. Research Schools, Degrees & Careers. Constructivist Teaching: Principles & Explanation - Education & Teaching Class (Video) | Study.com. http://study.com/academy/lesson/constructivist-teaching-principles-explanation.html

Uzuntiryaki, E., Boz, Y., Kirbulut, D., & Bektas, O. (2010). Do Pre-service Chemistry Teachers Reflect their Beliefs about Constructivism in their Teaching Practices? Research in Science Education, 40(3), 403–424. https://doi-org.ezp.waldenulibrary.org/10.1007/s11165-009-9127-z

 

 

Assignment: Blog: Behaviorist Learning Theory, Instructional Strategies, and Technology Tools

 Assignment: Blog: Behaviorist Learning Theory, Instructional Strategies, and Technology Tools

     Behaviorism can be defined as “motivational variables that demonstrably influence the effectiveness of the consequences of actions” (Aló & Cançado, 2013, p. 641). In terms of its interconnectivity with instructional strategies and technology tools, it can be implied that the digital learning applications used, can and will, enhance a teacher’s methodology in disseminating information, for mastery purposes, when aspects of human behavior are taken into account. Strategies such as the ability to ask learner experience relatable questions, to the students, about the lesson “can motivate students by tapping into their curiosity and interest in the topic” (Pitler et al., 2012, p. 91) thereby supporting student learning by making connections between the familiar and unfamiliar. Strategies and tech tools work together in terms of relating to the learning theory by operant conditioned programmed instruction to reinforce the desired learning attributes wanted by the teacher. An example of this, in today’s society, would be using online software tutorial programs that allows the learner to proceed to the next learning sequence when mastery has been shown by providing correct responses. And remediating the process with additional supports when the actions and or responses from the learner does not meet the algorithm requirement of the correct response. 

     I currently use a behaviorist-based instructional strategy associated with symbolic long term consequence actions (Orey, 2010, p. 273). I run a technology-based grading tool program that automatically drops the quarter-final assessment grade when the student’s overall average for the marking period is 90% or above. This encourages the student to produce outstanding marks on all assignments leading up to the final in order to be exempt and or drop the final grade and still end up with an “A’ for the quarter. In terms of the student ISTE that relates to the aforementioned behaviorist-based instructional strategy technology tool, an empowered learner comes to the forefront when the student can leverage technology to achieving competency in and for their learning goals (ISTE, 2016). The ISTE Educator Standard that ties this all together is that of a facilitator in which “learning with technology to support student achievement of the ISTE Standards for Students” (ISTE, 2008) takes place in the scenario.

     The ways in which I can apply the sources I researched for the Module 3 Discussion entails monitoring and collecting data associated with learner positive feedback, on an academic and social level, to improve student learning and attitudes toward student learning. And taking away something unpleasant, from a student learning situational context, to increase wanted behavior from the pupil. In both cases, operant conditioning takes place to achieve a wanted outcome for the teacher as well as the student. I would integrate the previously mentioned sources into my science fair scientific inquiry GH based activity by incorporating weekly individual student check-ins to give encouragement and praise on minimal and significant progressions concerning their project as well as grade incentive increases to any assignments marked lower than a “C” for continued positive progress on the project. This supports the behaviorist learning theory of a “presentation of a stimulus that increases the probability of a response” (Orey, 2010, p. 273) which is positive reinforcement.

 

 

References

Aló, R. M., & Cançado, C. R. X. (2013). Coming to Terms with Motivation in the Behavior-Analytic Literature. Psychological Record, 63(3), 641–654. https://doi-org.ezp.waldenulibrary.org/10.11133/j.tpr.2013.63.3.016

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

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

Orey, M. (Ed.). (2010). Emerging Perspectives on Learning, Teaching, and Technology. http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using Technology with Classroom Instruction that Works (2nd ed.). Alexandria, VA: ASCD.

 

Assignment: Cognitive Learning Theory, Graphic Organizers, and Virtual Field Trips

Online Resource (mindmaps) https://www.mindmaps.app used to create the graphic organizer

Link to file of Virtual Field Trip Graphic Organizer listed below. (PDF)

https://drive.google.com/file/d/1bI9pK5r9kenFPDbjs3TpK-CoCrriXqSA/view?usp=sharing

The mindmaps graphic organizer was used in the capacity of showing how reduction potential, using different types of group 1A and 4A elements, can be manipulated to increase energy output and rechargeability based on electron loss and gain flow in redox reactions.

Virtual Field Trip Link

Reflective Essay: Final Reflection and Blog Posting on the Impact of Technology

Shawn L. Mitchell

Master of Science in Education, Walden University

EDUC 6710: Understanding the Impact of Technology on Education, Work, and Society

Professor Kathyrn Arnold

June 28, 2020

Reflective Essay: Final Reflection and Blog Posting on the Impact of Technology

     The ways in which ways the media, resources, and activities of this course helped me to develop my own technology skills as a professional teacher are as follows. 1) It refined my skills such that I was able to incorporate various forms of interactive technology in a cohesive format to create a viable lesson plan for student and Web 2.0 interaction learning. And 2) it altered the perception of my traditional way of conveying information to students versus how students communicate now because “our students’ realities in terms of the way they communicate and learn are very different from our own” (Richardson, 2010).

     The ways in which I have deepened my knowledge of the teaching and learning process with respect to integrating technology in the classroom are I have 1) committed to the idea that I can “change my worldview and my practice despite deep-seated, traditional expectations and mindsets surrounding teaching and education” (Richardson, 2015) and 2) I will use Web 2.0 technology, in the class, to connect with students and teachers around the world to cultivate a network of embracing diversity on an individual and societal level. To apply the aforesaid knowledge on how to facilitate the changing classroom of the 21st Century, I will incorporate more wiki-based collaborative assignments for my students and I will attend professional development workshops on current educational trends and how to change long-established mindset trends in education.

     The social media tool that I am open to trying in my classroom is Twitter. The only potential drawback to its implementation is the district’s policy on student personal accounts for its use. My plan to overcome this is to have the students use their PGCPS email address to create and register a Twitter account. Also, I will have parents sign the district’s form letter for student social media accounts for educational purposes for their scholar. Twitter will assist students with the 21st Century skill of  “using technology as an instructional tool to support student learning” (Grunwald et al., 2010, p. 18). Twitter will support the ISTE Standards for Students by leveraging “technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals” (ISTE, 2016) and Twitter will support me meeting the ISTE Standards for Teachers by facilitating “learning with technology to support student achievement of the ISTE Standards for Students” (ISTE, 2008).

SMART Goal 1 (Cell Phone Technology in the Classroom)

Specific

The specific goal of the program as it pertains to transforming my classroom environment in order to help students gain skills to be ready for tomorrow’s society and the workplace is to have at least 50% representation of students with smartphones to utilize the device in class during summative assessment postings.

Measurable

The goal will be measured by the software in the summative assessment which indicates the type of device the assignment is taken on.

Attainable

The goal is attainable because I have direct access to the analytical data from the assessment and a class roster.

Relevant and Realistic

The goal is relevant and realistic because one of the “new technologies that is already having a significant impact on most classrooms is the smartphone” (Pence, 2020, p. 2). And having knowledge of how to use the device for educational purposes will be useful in tomorrow's society in which distance learning will become the new normal for many.

Timeline

The predicted timeline for the goal’s implementation to data ending produced results is from September 2020 through May 30, 2021.

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SMART Goal 2 (VLOG Creation for Science Fair Projects)

Specific

The specific goal of the program as it pertains to transforming my classroom environment in order to help students gain skills to be ready for tomorrow’s society and the workplace is to have 25% of students that complete a science and engineering science fair project do so in a VLOG format.

Measurable

The goal is measurable because I will have the electronic footprint of the science fair projects that will be submitted in a VLOG format versus the projects submitted traditionally.

Attainable

The goal is attainable because I have direct access to the students that have to produce a science fair project. And 75% of the students are in a STEM program, in my school, in which they need to save all major projects from their science classes in an electronic format for a required electronic portfolio.

Relevant and Realistic

The goal is relevant and realistic because producing electronic content in a video-based format for professional workplace consumption is a popular way to convey ideas in a society where video-based viewed content rivals written content, for supremacy, on a daily basis.

Timeline

The predicted timeline for the goal’s implementation to data ending produced results is from September 2020 through February 30, 2022. The timeline encompasses the completion of two consecutive school year science fairs.

     The issue that I want to study is the underrepresentation of African American teenage females in STEM-based Career and Technical Education (CTE) programs and what I can do to enhance their interest and participation in the field. The STEM CTE program I will focus on is Aerospace Engineering Aviation Technology, AEAT. Stem Related fields such as AEAT are underserved and underrepresented by minorities, especially females (NSF, Science & Engineering Indicators, 2018). The school that I work in has erected a new 40 million dollar facility, on the campus, for the training of high school students in AEAT. I would have control over making an impact in this area because I have direct contact, via my chemistry course that I instruct, with many of the more than capable African American teenage females, that don’t participate in the program, that I observe would do extremely well in the AEAT program based on their academic acumen and prowess. I also have a working relationship with the AEAT coordinator of the program in which I instruct a science-based introductory AEAT class, for incoming 9th graders over the summer.

 

 

References

Grunwald and Associates. (2010). Educators, technology and 21st Century Skills: Dispelling Five Myths. http://www.grunwald.com/pdfs/Educators_Technology_21stCentury-Skills_GRUNWALD-WALDEN_Report.pdf

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

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

Pence, H. E. (2020). How Should Chemistry Educators Respond to the Next Generation of Technology Change? Education Sciences, 10(2), 34. https://doi-org.ezp.waldenulibrary.org/10.3390/educsci10020034

Richardson, W. (2010). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms (3rd ed.). Thousand Oaks, CA: Corwin.

(Richardson, 2010)

Richardson, W. (2015). From Master Teacher to Master Learner. Bloomington, IN: Solution Tree Press.

Science & Engineering Indicators 2018. https://nsf.gov/statistics/2018/nsb20181/

Blog Use in My Classroom (EDU 6710... Day 3 of Week 2)

• The purpose of this blog is to have alternative and supplemental activities to support in-class lectures and assignments for students that are behind, ahead, or would like different forms of mastery for Chemistry concepts.
  
  
  The content area is Chemistry that supports students at the high school level grades 9 - 12. This blog is a good tool for education because it gives students a support mechanism that is a custom to their digital native roots. "The use of technology in teaching supports students in the learning process, can contribute to a better understanding of abstract concepts of chemistry and play an important role in reducing learning difficulties” (IANOȘ & OPROIU, 2018 pp. 55–62).
  
  
  STE Standards for Teachers
  
  
  "Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity” (ISTE, 2008).
  
  
  "Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations” (ISTE, 2008).
  
  
  The above ISTE standards are met by the teacher when online digital tools, such as blogging and microblogging are used to transfer their knowledge and planning abilities to current relevant digital native student learning.
  
  
  
  ISTE Standards for Students
  
  
  “Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences” (ISTE, 2016).
  
  
  “Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others” (ISTE, 2016).
  
  
  The above ISTE standards can be met by the students by accessing the blog and using the various content that supports their specific learning needs and style.
  
  
  
  
  
  
  
  
  References
  
  
  IANOȘ, M. G., & OPROIU, G. C. (2018). Using Technology to Teach Chemistry. A Theoretical Approach. eLearning & Software for Education, 3, 55–62. https://doi-org.ezp.waldenulibrary.org/10.12753/2066-026X-18-149
  
  
  International Society for Technology in Education (ISTE). (2016). Standards for Students. http://www.iste.org/standards/standards/for-students-2016
  
  
  International Society for Technology in Education (ISTE). (2008). Standards for Teachers. http://www.iste.org/standards/standards/standards-for-teachers

Remember, the majority of High School Students are unseasoned Online Learners that still need Guidance during Distance Learning

While completing my new normal of putting in grades, checking emails, and creating lesson plans on Saturday and Sunday now, I opened up a scathing email from a student that said she did not complete the distance learning assignment with a satisfactory grade because I did not teach the material.

Before I responded with a very curt response of my own, back to her, on what she did do not to help herself, I calmly began by thanking her for the email that she sent me. From there, I mentioned that I am here for her and I would guide her through any of the necessary steps to make sure that she had the knowledge to respond to the assignment problems accurately. I also mentioned to her that she had not been present during the required Zoom sessions nor did she contact me during my online office hours.

From there, I received an email back from the young lady thanking me for my prompt response. She also acknowledged that she had not been the ideal student during COVID-19 because of the lack of daily educational structure that the physical school building provided.

Most teenage students are stepping into the world of self-imposed online educational discipline for the first time.

As educators during this time, we must remember that although we give students a bevy of online resources and applications to complete distance learning assignments, the personal touch of online screen time will go a long way in helping transition from a daily physical in-person learning experience to a self-paced and self-disciplined online distance learning experience platform.

Stay calm and be mindful that it is difficult for the average high school student, no matter how online tech-savvy they are.

ChemMitchell