Final Reflection

Please describe your overall experience in this course?
I enjoyed all the new knowledge I acquired about the different facets of constructivism.
Please focus on your reactions to "learning about constructivism by doing and experiencing constructivist instructional methods?
Much more difficult than I thought. Much more planning than I thought. I realized how organized and structured a socialized learning environment must be. Communication seemed to be the key to achieving my goals in this class.
Please evaluate the emphasis on collaboration in writing the wikiBook Chapters.
I thought it was good of me to learn from the experience and ideas of others. It made it feel less burdensome that I did not have to do all of the work alone and I thought it was interesting to learn how others found different information and made it all work together.
Please comment on your experience of others (e.g. WikiBook editors, external experts, other Internet surfers) observing and / or critiquing your writing in the WikiBook.
I really don't know. I did not really recieve any outside feedback. However, knowing that others could made me more careful and want to be more crediable in my writing.
Please compare the experience of doing research and authoring a textbook for a class (like this one) versus the traditional way of reading and studying an assigned textbook for a class.
I feel like I gained more knowledge through research, and through the research of my classmates. I was responsible for making sure the soruces were creditable and that I was finding the most current information. It made me search throughly and formulate questions.
As a result of your experience in this class, are you more likely or less likely to assign collaborative wiki writing assignments in your teaching situation? Please explain the reasons you are more or less likely to do so.
Since I teach elementary school, I would not do a wiki text. However, I would have my students work in groups to find their own information and put together a presentation and incorporate more technology to enhance their experience is a definiate.
Please comment about building quizzes and answer keys, and on grading your peers. Did you learn or gain anything valuable from these experiences? Please explain.
I felt it made me think more about how to organize my information and if what I was presenting was relevant to the topic. I also felt it increased my accountability.
What are your suggestions for improving the design of this course? None at this time.

Reflection

Even though I am finding that teachers are finding many uses for YouTube that are benefical, constructivist, and educational, I'm still not 100% sold on the idea. I am afraid about the content. I do realize that it is not like I will be surfing for ideas on the site while having it posted in front of my class, however, what about pop-ups, viruses, and just the unexpected things that can occur when using the site. I am a personal fan of Discover Education which used to be called United Streaming. I find great and relevant videos, however, I do wish the site was a little easier to use as far as finding the EXACT thing I am looking for. I guess YouTube could broden my search, but I am very aware and worried about internet safety. I liked the idea of Flickr, although I am aware the same content hazards could occur, it just seems a little more relvant to curriculum to use for photos. I guess the age of your audience also comes into relevance. I am an elementary teacher and need to be a little more aware of what my students have access to. I am curious what the future holds for these technologies. We'll see...

Reflection

I'm impressed with how useful YouTube and photosharing can be for educational purpose. It seems these days with all of the technology out there available that our possibities for making education more meaningful and more global are endless. I found a blog where a fifth grade math teacher uses Flickr to show students pictures of a math concept, then he phrases a question below for his students to answer in a "Writing Prompt". A high school teacher in New York used Flickr to have her students search for pictures of propaganda for a specific historical time period. There is even a web site generated from Britian where people can post and share lesson plans that require using YouTube.

I was also impressed with how people still acknowledge that we are still in a trial period when it comes to using things like YouTube in a classroom. With a the social video and little regulation going on, we still need to be careful. However, there are databasesbeing created where you can search and store "useful" videos to show to your students. Many researchers went to great lengths to acknowledge that the hazards of pulling up "unsuitable" material are great and I believe nothing can go in front of a class unpreviewed. It is uplifting to realize that these things can be used for "good" and give these kinds of technology a creditable use.

Resources 31 &32

Davies, J. (2007). Display, Identity and the Everyday: Self-Presentation through Online Image Sharing. Discourse: Studies in the Cultural Politics of Education, 28 (4), 549-564. Retrieved on April 5, 2009 from ERIC database.

Scharber, C. (2009). Online Book Clubs: Bridges between Old and New Literacies Practices. Journal of Adolescent & Adult Literacy, 52 (5), 433-437. Retrieved on April 5, 2009 from ERIC database.

Resource #30

Mullen, R., & Wedwick, L. (2008) Avoiding the Digital Abyss: Getting Started in the Classroom with YouTube, Digital Stories, and Blogs. A Journal of Educational Strategies, Issues and Ideas, 82, (2), 66-69. Retrieved on March 31, 2009 from ERIC database.

Trier, J. (2007). "Cool" Engagements with YouTube: Part 1. Journal of Adolescent & Adult Literacy, (50), 5, 408-412. Retrieved on March 31, 2009 from ERIC database.

Resource #29/ Reflection

Lake, C. (1997). Constructivism's Implication For Formative Evaluation. In Constructivism and Formative Evaluation, ACET. Retrieved on March 25, 2009 from http://tecfa.unige.ch/staf/staf-e/vimare/staf18/Documentation/CIFFE.pdf. (source from M. Beckman, personal communication, March 17, 2009)

I was very grateful to Mary for providing me with this information. I have a very narrow view of constructivist assessment. I thought if it was paper and pencil, it was not constructivist and if it had to do with creativity and dialogue, it was constructivist. I was a little (very little correct), standardized testing, and multiple choice, under certain condition, can be constructivist provided that there is dialogue between student and teacher and the learning is adding onto student knowledge instead of a reguriatation of facts. This was a difficult concept for me to comprehend. Formative assessment seems to be partial to constructivist, however can at times be not constructivist. At first I thought there were several similarities between traditional and constructivist assessment, but then I wasn't sure. However, it lead into a great discussion with my principal about exactly what is considered constructivist assessment. I still have lots to learn...

Resources #26-#28/Reflection

Here are just a few of the articles that I researched for our newest Wiki Chapter:

Price, M., O'Donovan, B., & Rust, C. (2007). Putting a Social-Constructivist Assessment Process Model into Practice: Building the Feedback Loop into the Assessment Process through Peer Review. Innovations in Education & Teaching International, 44 (2), p143-152 .Retrieved on March 17, 2009 from ERIC data base.

Reeveves, T.C & Okey J.R. (2004). Alternative Assessments for Constructivist Learning Environments. In B.G. Wilson (Ed.). Constructivist Learning Environments: Cases in Instructional Design. (Pgs. 191-202). Retrieved from: https://www.fdi.vt.edu/summer/2004/Content/TrackG/Unit4/PDF/reeves.pdf Retrieved on March 15, 2009 from https://worldclassroom.webster.edu/webct/urw/lc2039116011.tp0/cobaltMainFrame.dowebct

Wolf, P. J. (2007). Academic Improvement through Regular Assessment. Peabody Journal of Education, 82 (4), p 690-702. Retrieved on March 17, 2009 from ERIC database.

I have to admit, the more I read, the more confused I became. I think I realized, although I might be wrong, there is kind of a blurry line between constructivist assessment and traditional assessment. I know that standardized testing is definately traditional and I don't believe it falls into constructivist practices, but at times when researching, I again thought about where the line really stands. I think traditional is more black and white, either the student knows the information or they do not. With constructivist, they will look for any sort of knowledge that is gained or transformed or modified OR maybe the learner just has more questions. That would be the catagory that I am currently in: MORE QUESTIONS. I again started to wonder if I practice more constructivism than I realize. I then have to answer NO. There is much more to constructivism in a classroom than I understand, I am aware of that. I am pretty much a black and white thinker, either it is or it is not. With some of my students I look for progress, I look for understanding, mastery, etc. I am sure I will learn more, I think that is the point. The one theme that I understood from all of my readings over and over was that constructivist believe that learning is never-ending and cyclicle. I am finding that to be true.

Reflection

I have to laugh. In researching for our Chapter 7 wiki text, I only found one article that does not demonize standarized testing. Actually, it is supportive of it! I'll post the resource later. However, I do understand why educators are frustrated. I did not realize how big the debate was between stardarized testing and constructivist type of assessments. It seems to be a debate between politicans and educators. I'm not saying in any way shape or form that policy makers who are not educators have no experience or right to make these decisions. However, I am also not saying that educators are being heard by these policy makers. (It is very scary to write this because the debate seems, in some places very heated, and I am attempting to write without bias either way!) However, I'm wondering about the balance because I see valid agruments in each view points. For example, we need statistical data, it helps make things clear and concise and direct. BUT...we are dealing with children, individuals that, around the country have different cultures and expriences that influence preformance and thinking that can not be measured the same. How do we solve the debate? I was not a good test taker in math, my standarized tests scores were always low, however, I also struggled with the subject throughout grade school and high school-my results matched. Some students do well on the standized tests, but do not do well in course content. So as of right now, overwhelmed, I don't know which method of assessment is better for all children and I am grateful that I am not the one who has to make that decision.

Resource Log 19-25

Here are some of my finds from my last (Chapter 2) Wiki research. Some I used, some I did'nt, free to all!

Danzi, J., Reul, K, Smith, R. (2008). Improving Studetn Motivation in Mixed Ability Classrooms Using Differentiated Instruction. [On-line Submission]. Retrieved on February 17, 2009 from ERIC database.

Hall, A.R. (2007). Mini Literature Review Based on Brain Research and its Effects on Education Practice. [On-line Submission]. Retrieved on February 19, 2009 from Eric database.

Miller, P. (2001). Learning Styles: The Multimedia of the Mind. Research Report. Retrieved on February 18, 2009 from ERIC database.

Lopez, D.M. & Schroeder, L. (2008). Designing Strateegies That Meet the Variety of Learning Styles of Students. [On-line Submission]. Retrieved on February 17, 2009 from ERIC database.

Mixon, K. (2004). Three Learning Styles...Four Steps to Reach Them. Teaching Music, 11, (4), 48. Retrieved on February 17, 2009 from ERIC database.

Aslan, A. & Aslan, H. (2007). Hand Movement Deviations in a Visual Search with Cross Modal Cuing. Psicologica International Journal of Methodology and Experimental Psychology, 28, (1), 87-103. Retrieved on February 17, 2009 from ERIC database.

Kratzig, G.P. & Arbuthnott, K.D. (2006). Perceptual Learning Style and Learning Proficiency: A Test of the Hypothesis. Journal of Educational Psychology, 98, (1), 238-246. Retrieved on February 17, 2009 from ERIC database.

Reflection

I just got done doing some of the research on our new Wiki Chapter. I am researching the topic of the similarities and differences between constructivist assessment and traditional assessment. I am new to teaching and although I have adopted some constructivist theory, I am predominately a traditional teacher. However, as I read these articles I started to think about how I assess my students along some constructivist lines. I do have some portfolio material on them and I also include some observation and informal assessments in my final evaluations. I strive to impliment as much critical thinking into my questions and much prefer to have students answer open ended questions than yes or no type responses. All of this started me to question as to weather I was a constructivist. I would still have to say no, or not yet. I liked what I read about having the students question each other and getting outside opinions on their progress. I guess I do that to some extent, but I believe that where constructivism is concerned I am still missing the big picture. It is intresting to think about and has challenged me to incorporate more into my practice.

Resource Log 18/Reflection

Pausch, R. (2007). The Last Lecture. Retrieved on Feburary 28, 2009 from http://video.google.com/videoplay?docid=-5700431505846055184&ei=zeW2Sfu3M5K-rwKWj-yjDQ&q=Randy+Pauch&emb=1.

This is a very touching video. Randy Pausch was a professor who taught at Carnigie Mellon and specialized in virtual reality. He passed away of terminal cancer after this video was made. The reason I included it in my resource was that I was in awe of his constructivist approach and the way he motivated students to create these amazing projects. What he seemed to do is give students guidelines then allow them to add their own to it and take it as far as they could. He had students work in teams and in one of his classes he started to have them preform their virtual worlds live in front of an audience. He mentioned that part of the presentations was having an interactive audience. I think the strongest thing I saw was how he motivated his students and was enable some of them to get jobs where they were able to apply their experience. Although the video it not about his teaching methods per sey, it seemed to apply and reminded me about many concepts we are learning in class.

Resource Log 17/Reflection

Abdallah, M.M.S. (2008). Multiple Ways to be Smart: Gardners Theory of Multiple Intelligence and its Educational Implication in English Teaching and Oral Communication. [On-line Submission]. Retrieved on February 17, 2009 from ERIC database.

This article was used for our Chapter 2 WikiText. It talks about Gardener's Multiple Intelligence Theory. I kept thinking how innovative Gardener was in thinking that all children are individuals. When you think about it, it is somewhat of a "duh" concept. Of course children, like all people are unique. But we seem to have set up our educational system, in general, to treat all children the same, not equal, but the same. And I really agree with expanding the definition of "intelligence" past the idea of academic production on a test. Some of us are good at somethings and not of others. I think about my car. I have no idea how to do anything but put gas in it, but my mechanic can do all sorts of things that I don't understand. I think we are on the right track though with expanding classroom activity to include differentiated activities and thinking of ways to set up all learners for success.

Resource Log 16/Reflection

Mullen, R. & Wedwick, L. (2008). Avoiding the Digital Abyss: Getting Started in the Classroom with YouTube, Digital Stories, and Blogs. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82 (2), 66-69. Retrieved on February 24, 2009 from ERIC database.


I have to admit, YouTube makes me nervous. I hear all the negative press around the media about MySpace and YouTube and I become apprehensive to use them or talk about them in my classroom. However, I am aware that this is where we are headed as a culture. I am also aware that the negative stories I heard are not the only experiences that exist when incorporating technology in the classroom or anywhere else. That is why I looked for this article. I guess it is my job as an educator of children who will be using these tools on an ultra-regular basis, to teach them how to be responsible and to use these tools for good and practical use. However, this article somewhat validated the negative consequences of using YouTube in the classroom. It can be hard to weed out the negative clips, and not to mention prohibit pop-ups. We use United Streaming in our district and I do find it easy and invaluable to pull up clips in order to help my students understand concepts. This article also suggests digital stories, which I think my students would find interesting. Despite my apprehension, I am exicited about incorporating more technology into my lessons.

Resource Log 15/Reflection

Hall, A.R. (2007). Mini Literature Review Based on Brain Research and its Effects on Education Practice. [On-line Submission]. Retrieved on February 19, 2009 from ERIC database.

I just thought it was interesting the way brain research and M.I. are chaning the way we view teaching and our students. This article explains it very clearly and gives support why learning styles work.

Resource Log 14/Reflection

Mind and the Brain. (1999). In Bransford, J.D., Brown, A.L., and Cocking, R.R. (eds.), How People Learn: Brain, Midn, Experience, and School,http://www.nap.edu/openbook.php?record_id=6160&page=102 . Retrieved February 17, 2009 from https://worldclassroom.webster.edu/webct/urw/lc2039116011.tp0/cobaltMainFrame.dowebct.


I never really thought about the brain related to learning until I read this article that was suggested by the instructors of this course for research on our chapter. This chapter talks about how the brain is physically transformed by learning. I thought that was fascinating. Up until this point, all I thought was that I recieved information, it raced around my head, then I just retrieved it when I needed it. I guess that is the result of the type of traditional learning that constructivism is trying to transform. I'm not saying that my education was bad or inferior, on the contrary, I'm grateful for the instruction I recieved. However, it is somewhat awesome to think that by giving children more experience to interact with their environment, the way their neurons are firing and processing information transforms. I wonder if this is how critical thinking and decision making is developed. What I was hoping to find from this reading was a way that the hearing, seeing, moving idea all works together in learning theory. From what I understand, excerise at least does not really enhance "brain power", but does stimulate the brain differently.

Reflection

I had an interesting experience this past week. I saw a video on a classmates blog on a constructivist social studies lesson. I have been looking for a way to spice up social studies for my fourth graders. The video showed kids taking notes on a social studies chapter (in groups I believe), then making posters based on their main idea. I had the kids get into groups and pick a main idea from the chapter we are studying. They started to take notes. Time is a big factor especially because we have other projects going on in our class to about the state of Missouri. I did not factor into the time the notetaking would consume so I had to assign the remainder for homework. Then I realized another project I wanted/needed (in my mind) to get done before the end of the semster. So the poster part is on hold. However, what I started to think about is how I need to outline my exact expectations for the poster and even for the notetaking. My mentor pointed out to me that I also need to check their notes to make sure they contain the correct information to support the main idea. There are so many things to think about when teaching and not to mention when trying to conduct a constructivist type project. Time is important because I am trying to teach them how to finish projects quickly and efficently while demonstrating their best work. I'll record how these projects turn out.

Resource Log #13

Lynch, K., Bednarz, B., Boxall, J., Chalmers, L., France, D., & Kesby, J. (2008). E-Learning for Geography's Teaching and Learning Spaces. Journal of Geography in Higher Education, 32 (1), 135-149. Retrieved on February 12, 2009 from ERIC database.

Resurce Log #12

Fernando, A, Lopex, G., & Manrique, D. (2008). Learning Objects, Learning Objectives and Learning Design. Innovations in Education and Teaching Interantional, 45(4), 389-400. Retrieved on February 11, 2009 from ERIC database.

Resource Log #11/Reflection

Halat, E. (2008). A Good Teaching Technique: Webquest. Clearing House:
A Journal of Educational Strategies, Issues, and Ideas, (81)3, 109-112.
Retrieved on February 8, 2009 from ERIC databases.

I am grateful for all of the practice with the APA format, it has been really helpful and becomming much easier. I picked this article because I have had students do a WebQuest before and am curious to know more about them. The article stressed what a good tool WebQuests are to integrate techology into the curriculum. Currently, my district in piloting the Technology Proficiences. One of the ones for my grade level is to teach the children how to use sources on the internet. A webquest seems like the perfect, yet safe method for doing this. I especially agree with the fact that we need to teach students how to do this because they must know the difference between creditable and noncrediable sources. Anyone can be an expect if they know how to format and type a website.
From the article, I gathered that the major postivie of webquests were the active student engagement they can encourage. However, the article also cautions, just like with paper and pencil, they can get distracted and find other sites that are of more interest to them. It also encourages critical thinking on the part of not only the learner, but the teacher! I had never thought about that before. I believed the article also suggested to make sure instructions and expectations are very clear so students understand exactly what they are suppose to do. Something I hope to incorporate here soon in my lessons.

Resource Log #11/Reflection

Boulware, B.J., & Crow, M.L. (March 2008). Using Concept Attainment Strategy to Enhance Reading Comprehension. Reading Teacher, 61 (6), 491-495. Retrieved from: http://library3.webster.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db=eric&AN=EJ787678&site=ehost-live. Retrieved on: 2-1-2009.


I am using this article for our wikibook. Although there is nothing spectacular in the article itself, what kept occuring to me is how amazing it is that all these theories have lasted so long in education and increasingly I realize how they have even trickled into my classroom. I would not classify myself as a constructivist. BUT, everytime I have my kids work in pairs, or I have them research thoughts on their own, or even when I ask them to write down their schema. (They are nine and ten years old and LOVE that word!) I am implimenting a little bit of Piaget and the rest who worked so hard to prove that children need to be active to learn. I do have to admit that I take little credit for implementing those stragtegies, they are in my district curriculum. But I am also amazed by how all those theorists are intertwined! It really is almost like six degrees to Piaget or Dewey if you read enough of them. Education today is the same way. I was given advice to beg, borrow, and steal ideas-and I do. But I also share. The neat thing about being an educator is learning from others. I should keep that in mind that if I enjoy it so much, the kids enjoy it more!

Resource Log #10/ Reflection

Using a Constructivist Approach to Teaching. ASCD(2001). Retrieved January 28, 2009, fromDiscovery Education: http://streaming.discoveryeducation.com/


This is a video that gives an outline, a small example, and some student views on constructivist teaching. While I'm watching the video, I kept asking myself, "How am I teaching my kids?" I think my district is most supportive and advocative of constructivist practices. In our reading units, I am to give a small mini-lesson, then turn the students loose in their partners and have them try to apply and practice the lesson with a similar piece of text that I used for whole group instruction. Last week, I had one lesson where they were all on task. As I walked around the room I heard them talking about the article and try to practice the skills I had just taught them. However, I had two lesson where as I walked around, I corrected more on task behavior than hearning them try to apply skills. But I forgot to stop and ask myself why they were off task, did they not understand? Did they already master or have enough experience with this skill that they did not need the practice? It has given me something to think about.

In the video, the instructor talks about assessing minutely and because of my example above I see her point. I am constantly looking for understanding and misinterpretation. I am also trying to figure out how I can pull something out of a wrong answer. She mentioned this in the video also and one of her students said how they appriciated that she tries to always point out the positive if they miss the point.

Resource Log #9

Kok, A., (Jul 2008). An Online Social Constructivist Tool: A Secondary School Experience in the Developing World. Turkish Online Journal of Distance Education--TOJDE, (9)7, 87-98. Retrieved from: http://library3.webster.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db=eric&AN=ED502082&site=ehost-live. Retrieved on: 1-27-2009.

I thought this might be interesting to see how students and teachers from other countries around the world think of on-line learning.

Resource Log #8

Leigh, F. (Aug 2007). Platonic Dialogue, Maieutic Method and Critical Thinking. [Peer Comentary on Plato's work The Sophist]. Journal of Philosophy of Education, (41), 3, 309-323. Retrieved from: http://library3.webster.edu/loginurl=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db=eric&AN=EJ783714&site=ehost-live. Retrieved on: 1-25-2009.

This article has some good information about Plato's contribution to constructivism and how progressive his thinking was for his time.

Resource Log #7

Smith, M. K. (1996; 1999) 'Andragogy', the encyclopaedia of informal education, http://www.infed.org/lifelonglearning/b-andra.htm. Last update: October 01, 2008. Retrieved on 1-21-2009.

This is a site that was listed for us to use in our WikiChapter. I think it is interesting because I have never heard of the word andragogy before and had no idea that anyone had thought about that and the difference between adult and child education. I just thought education was education. It has a great compare/contrast chart between pedagogy and andragogy.

Resource Log 6/Reflection Journal

White-Clark, R., DiCarlo, M., and Gilchriest, N.S. (Apr./May 2008). "Guide on the Side": An Instructional Approach to Meet Mathematics Standards. [Peer Commentary on the "guide on the side" constructivist teaching approach]. High School Journal, (91), 4, 40-44. Retrieved from:
http://library3.webster.edu/loginurl=http://search.ebscohost.com/login.aspxdirect=true&AuthType=ip,cookie,url,uid&db=eric&AN=EJ792427&site=ehost-live. Retrieved on:1-21-2009.


I really like how this article addresses the meaningfulness of teaching. I have often sat in classes and wondered if what I was learning was going to help me in real life. And if I could not figure that out, then I dismissed the lesson. Having students become more accountable and responsible for their learning is becomming increasingly important for me. Especially in today's society, it is important that student's learn things, especially math, that will be relevant to their day to day existance. Society is becomming so that you need to learn certain things in order to become productive, active, and informed. I think school is the place where you have those things scaffolded for you until you learn how to process and analyze outside information. Constructivist seem to want to teach students how to think rather than what to think. Then on the other hand, I was taught using traditional methods and I don't think that my processing and analyzing skills are any less. But to be more responsible for the information I retain and recieve is definately a positive life long skill.

Resource log #6

Just an interesting article on Vygotsky's Zone of Proximinal Development:

Lvykh, M. (2008). The Affective Establishment and Maintenance of Vygotsky's Zone of Proximal Development. Educational Theory, (58) 1, 83-101. Retrieved from: http://library3.webster.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db=eric&AN=EJ784721&site=ehost-live. Retrieved on 1-21-2009.

Resource Log 5

This is a great article about a teacher who is using what they termed "learning clubs" to help students who live in the inner city and stuggle with reading. It is an alternative to the pull out.

Casey, H. (Dec 2008). Engaging the Disengaged: Using Learning Clubs to Motivate Struggling Adolescent Readers and Writers. Journal of Adolencent and Adult Literacy, 52 (4), 284-294. Retrieved from: http://web.ebscohost.com.library3.webster.edu/ehost/pdf?vid=19&hid=17&sid=19bb6169-3c93-42c8-b695-65dd848b5f50%40SRCSM2. Retrieved on 1-20-2009.

Resource Log #4/ Reflection

Kretchmar, J. (2008). Constructivism. Research Starters Education: Constructivism, 1-1. Retrieved from: http://web.ebscohost.com.library3.webster.edu/ehost/pdf?vid=15&hid=8&sid=80edff1b-bd74-46f0-b128-7b354aecd432%40sessionmgr102. Retrieved on (1-19-2009).

I thought the quote from this essay was interesting:


"One of the important distinctions theorists make about constructivism
is that it is a theory of learning – and is even, at times,
called a theory of knowing – and is not a theory of teaching. As
a result, constructivism doesn’t tell teachers what they should
do, but rather provides a general framework within which they
can work with students." (Kretchmar, p. 3)

I am always thinking about what to do with my students. For some reason, it never occurred to me that constructivism is a way to work with students. It is a way to deliever knowledge to them. I don't know why this quote was such a revelation to me, but I think that now that I have my own classroom with my own students, all of these ideas and terms have new meaning to me.
This article also caused me to think about how much classroom management is required to have a true constructivist classroom. I think I have lived under the illusion that if you give kids directions about what to do, they will automatically preform. However, this is false. An instructor has to give students a purpose for learning, tell them what they goal of the assignment is in order to give them a framework. I think much training goes into running a constructivist classroom.

Resource Log 3/ Reflection

Pascarella, J. (June 2008). Confronting the Challenges of Critical Digital Literacy: An Essay Review Critical Constructivism: A Primer. Educational Studies, 43(3), 246-255. Retrieved from: http://library3.webster.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db=aph&AN=32708637&site=ehost-live. Retrieved on 1-18-2009.

The more articles that I read, the more I understand the purpose for this course. This book review on a text by Joe L. Kincheloe titled Critical Constructivism: A Primer, summarizes the main idea of this book to be how and for what purpose we should be more thoughtful to teach digital literacy to our students. This article made me think of several things. First, I reflected on my own educational experience. I believe that I am the last generation of students who were taught straight out of the book. I was unaware of the internet until college and the only thing I used computers for in grade school and high school were to either type papers or play "Oragon Trail". I was able to start using computers for research and universities were being to put their card catalogs online. Even though I'm only thrity-two years old, I realized what a different perspective my students have about technology to mine. In some cases already, my nine and ten year old learners have done some very meaningful trouble shooting for me.
The article went on to talk about different electronic media and how decieving it can be. For example, I was unaware that anyone can edit a Wikipedia entry. I have a student who constantly want so to look up information on this site. The article states that because this media can be so easily manipulated, we need to teach our students that it is not always reliable and how to tell the difference. That is a large responsibility for educators. I thought by limiting them to only district approved sites, I was just responsible for keeping them safe. Now it seems to be much larger.
This article talked about how our students, because of technology are going to be apart of a larger society or "global media". This statement made me feel as if I am already short changing my learners. They are going to have to work with people from all over the world of different cultures (an idea in the article). This put me in awe and is causing me to question how am I to prepare them for this world that is becomming increasingly bigger.

Resource Log 2/ Reflection

Cleaver, S. (October 2008). Beyond Blackboard and into Virtual Communities. Diverse: Issues in Higher Education, 25 (18), 32. Retrieved from: http://web.ebscohost.com.library3.webster.edu/ehost/detail?vid=4&hid=13&sid=d98b1d20-eb50-4494-a2f0-3c16c087f981%40sessionmgr3&bdata=JkF1dGhUeXBlPWlwLGNvb2tpZSx1cmwsdWlkJnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=EJ818962 . (Retrieved on: 1-17-2009).

As I read this article, I wondered to myself, "Can this really happen at the elementary level and would it be good for them if it did?" I don't really know. Engagement could go up, however, what about real communication occuring face to face between people? How could I read body language or know about the student who is confused but too scared to raise his or her hand? Or, would being on line rather than face to face give them the courage they need to speak out. I love technology and I think it is helpful. Especially because children from all over the world could learn about different cultures. But there is something about having them in front of you that makes the experience and assessment more meaningful. I do not know.

Reflection Journal #1

Recently, I have been struggling with how to incorporate technology into my science cirriculum. The cirriculum for my district is constructivist. The children work with materials that they will or have encountered, then they work with partners to figure out how parts work together. I read parts of the article written above in my first resource log and a part resonated with me. Technology with lesson has to fit the pedagogy. That idea echoed what a trainer an colluege of mine were talking about with this particular science cirriculum. Maybe it does not need techonology. Maybe technology is not what it needs to be effective. However, also because of this article, I realized I was able to incorporate it successfully. The unit is about electricity and it is for fourth grade students. I assigned by children a famous person who contributed to the study of electricity, and gave them a web site to research this person. They are creating powerpoint presentations with a partner that will showcase the infomation they have found. I believe the most valuable part of this lesson is they are leaning to use power point effectively and meaningfully. They will need to learn this technology for furture use. I look forward to reading more articles to give myself more insight into effective instruction.

Resources Log #1

Wang, Q. (2008). A Generic Model for Guiding the Integration of ICT into Teaching and Learning. Innovations in Education and Teaching Internationally, 44 (4), 411-419.
Retrieved from: http://web.ebscohost.com.library3.webster.edu/ehost/detail?vid=10&hid=103&sid=94b4200c-742d-4513-a707-15852cd23042%40sessionmgr109&bdata=JkF1dGhUeXBlPWlwLGNvb2tpZSx1cmwsdWlkJnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d.

I liked this article because it talks about how technology and pedagogy have to work together. I have often tried (like yesterday) to throw technology into something and that never works. It does not fit the lesson always or meet my objectives. Also, I was questioning what exactly constructivism was and how that linked to technology. I put the two words in the seach engine and this article appeared. It also gave me a great definition of constructivism. I did not realize that I had used both in a lesson the other day!

Course Overview

What is your reaction to this course overview?
Seems typical, a little overwhelming. I don't have facebook, or my space so this is all new to me.

How do you feel about a 100% constructivist and collaborative course like this?
I think it is good for me to learn new things. Although, where I work is somewhat constructivist and I think collaboration is a skill that good teachers need.

How do you feel about publishing your learning on wiki's and blogs? A little intimated, but ready to learn, after all, more and more will become on line.