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Student success in school needs to reflect, now and more than ever, the 21st-Century expectations that will prepare for life after high school. Therefore, student learning needs go beyond their reading, writing, and math computation skills. Students need to learn how to acquire knowledge, find the support that will promote student inquiry, not student acceptance. Also, locate interventions to support learning their needs. The responsibility for a teacher, now, is to guarantee students to have a self-sustaining life by teaching students 21st-Century skills (Crockett, Jukes, & Churches, 2011).

If students need to learn are not met, they are not going to learn (Global Digital Citizen Foundation, n.d-g.). Students learn best in an environment that they fill empowered to learn (ISTE, 2016). Students also need to be able to believe they can contribute their own schema or new knowledge they acquire to the learning experience. Student support and intervention is critical. They need learning misconceptions analyzed and addressed in real-time. Also, if students still are unable to grasp specific content interventions are met by the teacher, through differentiation and using scaffolding. To achieve this type of culture in the classroom, teachers must model best behaviors and practices in learning. Students need to see how thinking occurs through the lens of a professional. Students must then practice the new skills they acquire until mastery. Student success “success in work, life, and play will greatly depend on their ability to interpret and apply old information and new alike to new situations, problems, and environments” (Crockett, Jukes & Churches, 2011).

The benefits of teaching students to learn, unlearn and relearn outweigh the hindrances. Students who can critically think and problem-solve are better equipped to handle the professional, social, and life demands that they will count as an adult. For students to practice these skills, they need to be modeled and practiced by teachers. A student who doesn’t see the relevance in what they are learning, won’t learn (Crocket, Jukes & Churches, 2011). Teaching students to think outside the box, tap into using technology, and practice handling real-world examples of problems they will face are beneficial to student growth and development. The 21st –Century offers students ways to learn that weren’t inexistent in the previous centuries. Teachers and students alike are digital citizens, and we use technology in everyday life to learn, socialize, and communicate. Now teachers can embrace technology in learning and use it to move students into the right direction (Edutopia, 2012). Designing and developing digital learning experiences for students, facilitating and inspiring students to create their inquiries and discoveries, and modeling learning and thinking molds students into citizens prepared for the life in the 21st-Century (ISTE, 2008). Not only do students benefit by becoming critical thinkers and problem-solvers, but their interpersonal skills (i.e., communication, collaboration, cooperation, etc.) also enhances. Students learn to set short term and long term goals (Crockett, Jukes & Churches, 2011).

21st-Century skills is a newly acquired concept that promotes, problem-solving, creativity, critical thinking, and interpersonal skills. The challenge of teaching students the art of learning is that these skills differ from the traditional means of teaching that is still prevalent in most schools. Students also come from various education backgrounds that make it difficult to meet the needs of every child, and this means taking risks, embrace new innovative thinking and technology, and apply new pedagogy (Crockett, Jukes, & Churches, 2011). If not students will fall behind the cracks and lack the needed skills to make it now and in the future.

References

Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st–century fluencies for the digital age. Thousand Oaks, CA: Corwin.

Edutopia. (2012). David Thornburg on the evolving classroom (Big Thinkers Series) [Video file]. Retrieved from http://www.edutopia.org/david-thornburg-future-classroom-video
Global Digital Citizen Foundation. (n.d.-g). The essential fluencies. Retrieved August 30, 2016, from http://globaldigitalcitizen.org/21st-century-fluencies
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 students. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

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“It is not the beauty of a building you should look at; it’s the construction of the foundation that will stand the test of time” (Coe, n.d.). We, educators, are establishing a foundation where students learn what they want when they want, and how they will remember. Constructivist and constructionist learning theories promote active learners to engage directly in their learning experience. Constructivism is a theory of knowledge stating that each actively constructs his/her meaning (Laureate Education, 2015e). Teachers need to regularly ask themselves “how can students be innovators of the learning experiences?” According to Bloom’s Taxonomy, creativity is the highest level of cognitive ability (Schrock, 2015). During instruction, we hope our students analyze and evaluate information to meet specific content standards. However, if students are given an opportunity to construct their understanding of the information, they would be reaching the highest level of learning possible. Constructionism is a theory that states people learn when they build an external artifact or something they can share with others (Laureate Education, 2015e).

Students need to be active participants in the learning environment. Project-based learning opportunities, like passion projects or genius hour, allows students to explore these theories. These types of projects build on student’s new understandings and cognitive development (Laureate Education, 2015e). With the advancements in technology, constructivists/constructionists are finding even more innovative ways to learn. The read/write web gives students an opportunity to create new information and share their knowledge with the world. More teachers around the country are assessing standards within their content and applying constructivist/constructionist learning theories to their instruction. With the support of technology, learning has drastically transformed the education experience for students.

I am embracing the constructivist-based learning theory in my class more this year than ever before. As a result, students are more engaged and excited about the learning experience. I’ve established a culture where learning where I facilitate and inspire my students to learn and think outside the box to problem-solve. I am reminded that I am expected to “promote, support, and model creative and innovative thinking and inventiveness” (ISTE, 2016). This school year was the first year in my six-year career that I did not establish the expectations and norms for my classroom. I allowed my students, after our class discussion, to come up with them as a group. Consequently, it’s allowed me to hold them accountable for expectations they don’t meet in and out of class. I also let students determine the negative and positive behaviors we track in ClassDojo, the online classroom management and incentive-based program (ClassDojo, 2017). Acts can be edited at any time within the application. Students are free to recommend what actions they should add or subtract to the list that would deter negative behavior and influence more positive response. They then vote on all changes. The changes in my student’s actions are vastly better than earlier in the school year because they know expected to have ideas, create innovations, and share them with their peers.

Aww App and Google Classroom are two constructionist applications teachers immediately need to integrate into the learning experience. Aww App is a collaborative online whiteboard for business and education (Aww App, 2017). Aww app allows for students create their interactive evaluations on content (Schrock, 2015). Students with Aww App can write, draw, chart, or graph their ideas within the app and share their thoughts online. As an interventionist, I am always looking for creative ways to encourage my students to evaluate information. Making judgments, or evaluating information is one of higher-level thinking skills and it can be difficult for students (Armstrong, n.d.). In my early experiences in the classroom, I’ve noticed that the work given to students lied within the “understand or apply levels” of Blooms Taxonomy (Armstrong, n.d.). Based on more recent summative assessment data, if students can practice analyzing and evaluating content it will better equip them to comprehend the material. Aww App creatively allows students to make necessary evaluations.

Google Classroom is a free Google app that lets educators create classes, distribute assignments, send feedback, and see everything in one place (Google, 2017). I’ve assimilated read/write web learning experiences into my classroom this year. Google and Google Classroom created a setting in which students and teachers can digitally organize learning. Within the Google Classroom application, there is one-click access to YouTube, Search, Drive, and all other Google-based software. As the teacher, I can give direct feedback and control the software student’s use for projects. My students regularly use Google Search and YouTube Education to build upon their understanding and ideas. It is essential for students to use technology to construct and deepen their knowledge (ISTE, 2008). For this to happen, teachers should be using technology that connects learning skills that positive meet student learning needs.

Aww App. (2017). Retrieved from https://awwapp.com/

Patricia Armstrong. (n.d.). Bloom’s Taxonomy | Center for Teaching | Vanderbilt University. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

ClassDojo. (2017). Retrieved from https://www.classdojo.com

Classroom | Google for Classroom. (2017). Retrieved from https://edu.google.com/k-12-solutions/classroom/

David Allen Coe. (n.d.). Retrieved from https://www.brainyquote.com/quotes/quotes/d/davidallan204305.html

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 students. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

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

Laureate Education (Producer). (2016c). Constructivism in practice [Video file]. Baltimore, MD: Author.

Schrock, K. (2015). Bloomin’ apps. Retrieved from http://www.schrockguide.net/bloomin-apps.html

When it comes to acquiring and processing information our brain works in extraordinary ways. We are all different, and therefore, our brains work differently. Some of us can handle learning through a lot of information released to us, and some of us can only hold on to small amounts. Common in all of us that there is a limit to how much information we can take that enhances student learning (Laureate Education, 2015c). The cognitive learning theory suggests that learner’s sensory input information ingest information into short-term memory through practice and rehearsal then moves into the back of the brain into long-term memory (Laureate Education, 2015c).

My goal is for students not only to acquire new knowledge and apply that information to the work they produce but to retain that information as well. During my lessons I model a skill(s), then we practice the skill(s) together, then students practice the skill(s) independently. If the student(s) continue to struggle with certain skills, I intervene, and the student(s) and I continue to practice the skills in small group or individually. Other instructional strategies related to the cognitive learning theory. Prompting, high-level questioning, advance organizers, modeling, and note-taking support long-term memory (Pitler, Hubbell & Kuhn, 2012). Students cognitively can benefit from all these instructional strategies. The cognitive learning theory advises teachers that students need to make deep connections with information if they are to retain it.

Students benefit from elaboration within contents. Concept mapping is an effective way for students to elaborate. Concept mapping activates student’s schema, advocating that students take simple text or pictorial connections to connect to bigger ideas (Laureate Education, 2015c). This form of mapping “creates the right context where students can develop their critical thinking, creativity, and independent thought processes” (Midomo Press, 2013). Students can use various technologies, include web-based programs for creating their concept maps. Since 21st-Century learners are more tech-savvy than ever, it is a visual representation of the cognitive learning students need to build long-term memory (Laureate Education, 2015c). It is important that students are making connections. Effective educators can differentiate and use different methods to ensure long-term memory and cognitive development. The goal is to get learning experiences and use real-world applications for students to build on cognitive and enhance long-term memory (Laureate Education, 2015c).

This century, with the integration of technology and online learning in the classroom, students can create rich learning experiences that positively push their cognitive limits. Virtual field trips are web-based tools in which students can visit places they otherwise would never visit. It creates rich and engaging learning experiences for students (Laureate Education, 2015j). Students learn best through when information is chunked and given to them through episodic experiences. This type of cognitive learning engages learners and deepens their understanding of numerous concepts, ideas, and entities.   It grants permission for students to go and learn where they physically cannot-bringing global, 21st-Century learning into the classroom.

The Houston Rockets and the NBA are such an intricate part of the Houston community. My students and I went on a Discovery Education virtual field trip of the NBA, more specifically, how the NBA integrates math. Being that most, if not all of my students are Rockets and NBA fans, it was easy to engage them in our virtual field trip. This virtual field trip provided a lot of information on how the NBA uses math. I decided to chunk the field trip. Each day my students watched a short five-minute clip of the virtual experience and worked on their concept map. We started with our guiding question, how is math used in the NBA? I explained the purpose of a concept map and modeled to them how to use it. After charting a few nodes together, I let them create the individual connecting nodes. Since this was a new learning experience for my students, I asked for feedback on their learning experience using this type of cognitive learning. The feedback was overwhelmingly positive. My students are eager to go on the next virtual field trip where the can map out their thinking and making connections to their learning. I plan on using this form of technology-based learning in my classroom. Being that the cognitive learning theory requires students to utilize different instructional strategies, this was a very effective way to get my students to engage in the learning, critically think, ask high-level questions, and enjoy the learning experience. I am constantly considering new, innovative ways for my students to think and acquire new knowledge (ISTE, 2016). I plan on integrating virtual field trips every few weeks to ensure that my students are becoming global learners (ISTE, 2008).

I firmly believe I am preparing my 21st-Century learners by designing digital learning experiences that are creative, differentiated and engaging for all (ISTE, 2016). Integrating technology is now customary within my class and in every lesson. Thursdays students work on their genius hour or “passion project,” as it calls in my class. During this time, students use chrome books to create immaculate projects. Although their passion projects are in their infancy, I can see that my students are igniting high levels of thinking and creativity amongst them. Even though the cognitive learning theory remains the same as before, my students are developing cognitively through a multitude of platforms. I remind myself to take a risk, let go, and utilize technology at every cost because it is engaging my students and preparing their minds in various ways I could never do alone.

Appendix

Virtual Field Trip & Concept Map

Essential Question: How does the NBA and the WNBA use math?

URL:

https://bubbl.us/NDI5MDM0NS84MzcwODk4LzE2N2VmMzRhZTE2ZjRiYTdiOTlmYWFjMTYwNjY3Y2Ji-X?utm_source=shared-link&utm_medium=link&s=8370898

Behaviorism, Instructional Strategies, and Technology Tools

The relationship between behaviorism, instructional strategies, and technology tools are transforming education and the educational experience for our students at a rapid rate. The operant conditioning process, under the behaviorist theory, reminds educators to reinforce desired behaviors both academically and behaviorally (Laureate Education, 2015a). It also delivers consequences for students who demonstrate undesired behaviors in the classroom. Behaviorist also believes that the power of technology can help reach their audience of students (Hickey, 2014). Students can demonstrate their learning through technology programming and Web 2.0 sites. Teachers are using technology more and more to support the instructional strategies and advance learning in the classroom. I integrate technology into every one of my lessons. As the interventionist of three subjects (reading, math, and science), I rely on various sites where students can create their content through blogs and microblogs like Twitter, receive tutorials on many technological skills, i.e., coding and website development, and apply skills to different sites they learn in their content classes. I desire for my students to become more technically proficient and as a result, my students are learning more in many different ways. Technology has revolutionized the ways we can get our students to learn.

Technology In My Class

I have intentionally applied the use of technology in my classroom this year. Not only because my graduate degree focuses on integrating technology into the classroom, but I realize the impact integrating technology is having on my students this school year. We use Google Chrome Books every day in my class. These Chrome Books allow me to be a designer of an authentic learning experience that I never delivered before. I am using technology “to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs” (ISTE, 2017). Facilitating and monitoring the learning processes my students use to master individual objectives is incredibly refreshing. Since I’ve let go of dictating the learning experience in my class, a pressure of ensuring student learning while enjoying the learning experience is no longer a weight on my shoulders. Throughout every class, I check for understanding and ask guiding questions that influence the use of technology with each. While I am facilitating learning, I remind students to reflect on their learning of that particular day by asking students to post their thoughts to our class twitter page.
I use ClassDojo to manage the behaviors of my students during our class periods. Classdojo is an online point-based program, which students can receive certain points for positive behaviors as well as have points taken away for wrong actions (Classdojo, 2017). ClassDojo is the choice of communication I use with my parents. I am also able to post pictures and videos of student work and efforts in my class. ClassDojo is such a positive behaviorist-based instructional support for my students and me.
My students are digital citizens who are also empowered by the endless possibilities to learn and grow through the use of technology. I hope to continue integrating technology every day and find new, innovative ways for students to demonstrate their learning.

Applying My Learning & Hour of Code

I am a behaviorist-theory educator. It is what I do. I reinforce positive behaviors with my students with incentives and praise. I discouraged the use of negative behavior through my consequences (Nebel, n-d). My understanding and development of the behaviorism theory will allow me to release my students, even more, to explore, discover, and apply their new learning. I am excited about the endless possibilities of technology and Web 2.0 in my classroom. I intend on continuing to integrate technology into my lesson design. My responsibility as the leader of my transformative class is to model how to facilitate learning and design ways for my students to grow academically and socially in a positive environment (ISTE, 2016).
Students and I will learn how to “code” together. I am working on designing a project-based learning opportunity where students can use their tutorial learning from the Hour of Code site and create programs that they can use in and out of the classroom (HoC, 2015). It is going to be a daunting task to set up and implement with my students. The Hour of Code site is extremely user-friendly, and the differentiation that the site offers helps me support my expectations for all students and me to learn.
My goal is for my students to learn, grow, and enjoy their experiences in my class. Since I’ve begun this push for integrating technology in my class, I am confident I am on the right path. By reinforcing the use of technology and desired behaviors, my students, I am allowed to creating authentic learning experiences with my students. Watching my students want to learn, be inspired to learn and feel their need to learn can only be summed up by the use of more technology-driven instruction in my classroom.

    References

Classdojo. (2017). Retrieved from https://www.classdojo.com

Hickey, G. (2014). The Importance of Learning Philosophies on Technology Selection in Education. Journal of Learning Design, 7(3), 16-22.

Hour of Code (HoC). (2015). Retrieved from https://hourofcode.com/us

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). (2017). Standards for teachers. Retrieved from https://www.iste.org/standards/for-educators

Laureate Education (Producer). (2015a). Behaviorist learning theory [Video file]. Baltimore, MD: Author.

Nebel, C. (n-d). Behaviorism in the classroom. [Blog Post]. Retrieved from http://www.learningscientists.org/blog/2017/8/10-1

Reeve, C. (2012). Behaviorism and games. [Blog Post] Retrieved from http://playwithlearning.com/2012/01/06/behaviourism-and-games/

The theme for our team of teachers this year is getting out of our comfort zone to reach our students in new, innovative ways. By learning and participating in EDUC 6710: The Impact of Technology on Education, Work, and Society course over the last eight weeks I’ve left my comfort zone. I am excited about integrating Web 2.0 into my instruction. This new read/write web is transforming my outlook as an educator (Richard, 2010). Giving me the confidence to free up the learning. Even though my role is more focus on Tier 2 intervention, my students will be using technology to promote the differentiation needed to support their learning. My comfort now lies in the fact that I can use technology and Web 2.0 to develop the whole student.

My understanding of teaching and the learning process has deepened. I have precise knowledge of the technology standards my students are expected grasp to be college and career ready. My focus is on developing students who empowered, innovative, responsible, and global citizens (ISTE, 2016). As a teacher, my sole focus is facilitating learning. As the leader of the classroom I know I need to model the learning and assess my students formally and informally to ensure that my students are mastering individual skills that will support the social and academic development (Laureate Education, 2015h).

Initially, my excitement focused around using Twitter as an instructional and connectivity tool with students. Ironically, Houston Independent School District (HISD) sees the value of Twitter in our schools, with our students as a way to connect with students, share, post, and create new information and new ideas. Students are way more advanced than most teachers and administrators in using social media (Richard, 2010). I believe in tapping into the skills and current Web 2.0 culture of our student’s learning experience to push learning to a new level. My roadblock in implementing Twitter with my students will be the exposure to news and information they may not be appropriate for middle school students. I am looking for ways to privatize my students Twitter experience that way it is age and school appropriate. I am confident that creative communicators will come out by appropriately managing this social experience for my students. By designing a different learning experience, I am upholding the standards needed to reach my 21st-century learners (ISTE, 2016) I have the full backing of my administration to implement this initiative, which is exciting!

I never actually considered technology SMART goals. My SMART goals will again, take me out of my comfort zone and lead more seasoned teachers to use and integrate technology into their practice. My first SMART goal would be by August 2018; I will support 100% of my colleagues in creating a Twitter account and posting at least three tweets that support Web 2.0 integration in our school. A more immediate goal for my students by September 30th, 2017, 100% of my students will contribute one post to their personal student blog and respond to two of their peer’s blog. As I type this, I am eager to advocate for this kind of social learning experience in my school. My colleagues are already leaning on my Web 2.0 expertise, and few of them are integrating Twitter personally and professionally.

The last eight weeks have inevitably caused me to reflect on what I do, whom my actions impact, and how I can positively affect them. With this thought in mind, my challenge is how I can use technology to influence students who come from underserved communities positively?

I am a learning facilitator, not a learning dictator, according to Dr. David Thornburg (Laureate Education, 2015h). I need to continue to integrate technology and Web 2.0 into my classroom. Creating time and using platforms where my students can show off their literacy, 21st century, and college and career readiness skills. That time is now, and I am not going to miss this opportunity for my students to grow.

References

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

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

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin. Chapter 10, “What It All Means” (eBook pp. 509-539)

Laureate Education (Producer). (2015h). The changing role of the classroom teacher: Part 1 [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2015i). The changing role of the classroom teacher: Part 2 [Video file]. Baltimore, MD: Author.

Technology has had an enormous impact on the 21st-Century classroom and workplace. The advancements in technology have opened doors to learning and work opportunities that weren’t present before.
 
I started working in education in 2008 and there has been a 180-degree change in how we promote and use technology. Early in my career, we used technology to pull resources, communicate with my colleagues, administrators, and parents, or collect data. Since the emergence of the Internet and Web 2.0, we also use technology as a way to share information, network with other educators and professionals, collaborate and learn via eLearning (Richardson, 2010, pp. 173).
 
Social Web development has changed the way we share and connect with our students and our students with other students. Social sites like facebook, twitter, instagram, and SnapChat have all encouraged positive social interaction with all people. Now that my district has loosened it’s stance on devices, students are now encouraged to be socially active online. That is a major shift from before, when as of a few years ago, students weren’t even permitted to use or even have technology devices on campus. On our campus students are not only permitted to use their technology devices for academic purposes, students are encouraged by teachers and administrators to use social sites like Twitter, ClassDojo, Blog(s), etc. to create a more current, authentic learning environment. No hyperbole but every one of my 6th graders last year had a cellular device last year, whether it was a smart phone, iPad, or tablet. They were all using technology.
 
I am a teacher therefore I am a learner first and foremost (Richardson, 2015, pp. 15). I remember being unwilling to embrace technology. Even though my philosophy that all students can learn if their learning is rich and authentic is the same my approach to reaching my stance has differed. I will embrace technology in the classroom. I plan on getting away from the traditional teacher-led, paper and pencil ways of teaching. I want my students to be active participants in their own learning. I know I can accomplish this goal by using technology in the classroom.
 
Technology has immersed itself into our profession. It is important that I not shy way from it and use it to my advantage to get my students to learn. I am really excited about Pear Deck. Pear Deck allows each student to connect to my lesson or presentation using any device any interactive questions, write discussion posts, and learn from their peers (Peer Deck, 2017). For the teachers this is beneficial because now they can see if their students are actively participating or engaged in the lessons. No longer will I stand in front of my class and expect them to listen to my lecture. No longer will I have them follow the same, boring lesson cycle day after day. My students are going to use Web 2.0 to read/write, collaborate, share, question, think-critically, and problem-solve.
 
Our students can use technology to connect, create, and share on a global scale (Richardson, 2015, eBook pp. 16). Sadly enough, even though students are exposed to more technology than ever before, a lot of our students are not post-secondarily ready for college or a career (Richardson, 2015, eBook pp. 21). Most colleges and professions use technology in their specific space, so it is incumbent that we create opportunities where students are not only learning using technology but also building technological skills that will support their post-secondary readiness.
 
 
References

Pear Deck. (July, 2017). Retrieved from http://www.peardeck.com
 
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin. Chapter 6, "The Social Web: Learning Together" (eBook pp. 173–206)
 
Richardson, W. (2015). From master teacher to master learner. Bloomington, IN: Solution Tree Press. Chapter 1, "Teachers as Learners First" (eBook pp. 15–14)
 
 

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