Constructivism

When I think back to when I was completing my Bachlor degree, and the amount of time I spent on campus in class and in the university library, it's unbelievable to think that I've completed a MSEd degree and begun a PhD program without setting foot in either a classroom or a university library. Despite the fact that I have never physically travel to these locations, I still spend the same if not more time in my "classroom" and in the "university library". My time is spent much more productively as well.

Virtual learning offers many tools that add to my productivity level The discussions boards in my virtual classrooms are much more reflective, and I believe this adds to a greater understanding of the material presented. I now have the opportunity to see the material from all of the class members perspective. The online library gives me better access to larger amounts of resources, and the tools with in these data bases give me the capability to focus my search on my topic. This saves me a great deal of time that I can then spend on the task of reading an synthesising the material.

When I have questions, I no longer have to wait for an instructor or classmate to be available. I can rely on the knowledge of my classmates, and read their discussion responses to help facilitate my understanding. I can use the online library to access additional resources, as well as use other search engines such as Google to find more information on any given topic.

EDUC8845-Collaboration

Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia?

Perhaps it is my own personal preference or experiences that influence my perception, but I believe humans do have a basic instinct to "interact and work as a group". One of the first situations I thought of when I read this questions was how people bond together in the face of disaster. When Katrina hit the gulf coast, people from all over the county came together to assist those in need. It was a tragedy that was nearly impossible to handle as an individual, and even those that had not been directly effected, felt compelled to come to the aid of those that were.

Another example of our instinct to interact and work as a group is the number of civil and community organizations that have been developed over time. People join these organizations for the opportunity to interact and work together for the common good.

As Rheingold pointed out, people do not always come together to work for the common good. There many examples where people have come together to profit from illegal activity. Perhaps this is where the term "partner in crime" was coined.

Whether there intent is to do good or bad, I believe people feel more confident in what they attempt to accomplish when they become part of a group.


How can technology facilitate collaboration among learners based on constructivist principles?

Collaboration no longer requires people to be in the same place at the same time. This in its self expands the opportunity for collaboration. The ways technology can facilitate collaboraation among learners are abundant. Learners can use Weblogs, wikis, email, online discussion boards such as Elluminations, Google docs, Skype, and many more Web 2.0 tools.

Constuctivist believe that an active learner is a successful learner (Driscoll, 2005). The technology tools I mentioned above promote interaction amoung all learners. Another component of constructivism is learning from examples and learning by doing, which enables learners to achieve a deep levels of understanding (Driscoll, 2005). These technology tools provide opportunites for learners to view examples of their peers work, as well as help them become actively involved in the learning process.

Too Many 'isms.... EDUC-8845 Module 2

After reading Bill Kerr and Karl Kapp's blogs, I concur that it is difficult to find any one of the many learning theories that fits perfectly for all students. I feel that each of them was devised to explain a select group of learners.

Each year I have to change my teaching strategies to meet the needs of my current students. Last year I taught a group of 18 students comprised of half below grade level students and half low average students. This year I teach a group of 12 students (yes, 12 students in public school classroom), eight of which are at least one year above grade level, and four that are at least below grade level. The class size alone changes the way my instruction can be delivered. Based on my experience thus far, I agree with Kapp's statement about lower level learners requiring a more behavioral approach, and high level learners requiring a more cognitive approach. The high level students love to be given a question, a stack of resources, and go off in a collaborative group and find the answers. My lower level learners want to stick with me, and be assured every step of the way that what they are doing is correct.I am fortunate to be able to offer each of these students what they need. If I were to limit myself to one approach, one of these groups of students would be left out. Being left out in education often results in being left behind. It's imperative that "no child be left behind".
You can read Karl Kapp's blog, "Kapp Notes" at the following URL: http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html.
Bill Kerr's commentary of Karl Kapp's blog can be accessed at the following URL: http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

EDUC-8845-1 Learning Theory and Educational Technology

This past week I had the opportunity to see how much changing the learning environment can affect student engagement and achievement. Our school system adopted a new reading series this year. I spent several days participating in workshops on how to implement this new series, and thought I was well prepared for the beginning of the school year. After one week of using this reading series, I knew this was not working for my students. The program only offered the option of guided instruction from a book, and written responses. My students were bored and unengaged. I knew I had to come up with another way of reaching my students.

The next day I brought laptops into my classroom. I retaught the lesson, giving each student a laptop, and a set of directions for completing a WebQuest. I was truly thrilled by how engaged each and every student in the room became. The information I was delivering didn't change, only the format in which I delivered it. My students wanted the opportunity to take control of their own learning. They wanted to become active and involved in their learning. They were not interested in sitting back and taking in only what they were told they needed to know. They became excited about learning when they had the opportunity to investigate and discover the answers on their own. I believe students learn best when they become active participants in their learning, and technology is a great tool for getting students active and involved.

Here we go!

I was a little nervous about getting a late start, but now that I'm logged into the class and looking around, I'm starting to get excited. This course looks like a lot of fun. I love the fact that we will be using all of these tech tools. I've been taking technology program classes through Walden for the past two years, and this is the first class that has had this component. I look forward to working with everyone.