What Does 21st Century Learning Mean?

 What  Does 21st Century Learning Mean?

The 21st-century learner has been the topic of education for years to prepare for future education. . Transforming education is about developing the full spectrum of cognitive and emotional intelligence that are increasingly required in our 21st-century culture (Crockett, 2011). As a teacher, I am always trying to learn and accommodate the needs of all my students. I’m currently teaching 21st-century skills to my students, along with collaborating with my peers. We are learning new skills every day with the virtual learning that we are doing. According to 4 Essential Rules Of 21st-Century Learning blog," Society has changed. We cannot adequately prepare students for the society that exists today or will exist tomorrow if we continue to prepare them for the society that existed yesterday (Heick, 2019).

My goal is to make sure it is more student-centered rather than teacher directed.  I am learning to incorporate new technology skills that will be needed. In saying that, “Due to technological developments, an important change has taken place in the way new digital tools and collaborative environments obtained a place in our society, and additionally have potential to enhance teaching and learning (Crockett, 2011). Every Wednesday, I have students formulate cooperative groups. They go into groups and I walk around the room and students know what to do.

The world today in education is ever-changing. It is even more important now to incorporate 21st-century learning skills in the classroom. My role as a teacher is very different from the way it was ten years ago. Back then, “When children first attend primary school, they depend on their teachers to tell them what they need to do, how to do it, when to do it, where to sit when they are doing it, and even how long to sit. Their primary focus in school becomes more and more about mastering content and learning through memorization in a tightly controlled instructional environment” (Voogt, J., Erstad, O., Dede, C., & Mishra, P. 2013, p.405). In my classroom, my administration encourages my colleagues and me to focus on a student-centered approach. 

Due to the pandemic, all of our resources are online. There are benefits of teaching students to learn, unlearn, and relearn content. I usually start my lessons seeing what students already know. According to Smart Social Networking: 21st Century Teaching and Learning Skills “Our students must transfer previous learning to new situations and different challenges”.  Connecting prior knowledge to what students already know will allow students to have a better understanding of new information that they learn.  Therefore, “ we must elevate the connection between instruction in school and the world outside if we hope to increase the relevancy of the learning that takes place. “

Students have become digital natives who have grown up in the new digital landscape. Students speak digital as their first language because they were born into it. People of my parents’ generation do not speak the digital language. The students I teach are wired differently due to technological advances. Students come into the world knowing technology.  In this shifting landscape, where digital content is readily available at our fingertips, learners must be able to move beyond mastery of content recall. Bubble tests will not get them the tools they need to achieve success in the world for which they are preparing. Their 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, L., Jukes, I., & Churches, A. (2011).

I will say that one of the biggest challenges I face is working with my coworkers. They are older than me and do not know much about technology. They do things the “old fashioned way” So they frequently come to me for help with technology questions. It is challenging for those that are older teachers. They are set in their ways and technology is a new thing for them. However, during this pandemic, they have grown to love technology. Whereas before, they never used computers. Now they are aware of how to use Google Classroom and make a PowerPoint.

Additional skills needed students will need to succeed in the 21st-Century and prepare them to be college and career readd would be for students to be engaged. I really do feel that technology in today’s world engages students and allows for easy communication which is essential building 21st century skills. Today,” it’s essential that all of our students have a wide range of skills beyond those that were needed in the 20th century, a range that includes the skills needed to function within a rapidly changing society.  Crockett, L., Jukes, I., & Churches, A. (2011). My principal and district make the teachers teach by our Ohio State test. I do not think the standardized tests prepares students for the real world. It is true that, “We are not being truthful when we assure students and their parents that mastering the state standards will give students all they need to be prepared for the rest of their lives (Voogt, J., Erstad, O., Dede, C., & Mishra, P. 2013, p.405).

VoiceThread

 Here is the link to my voicethread https://voicethread.com/share/16474295/ 

  

 

 

 

 

 

 

Module 5

 

 

Kelly Kern

 

 

 

 

Walden University

Kathryn Arnold

 

Bridging Learning Theory Instruction and Technology

 

December 27^th, 2020

 

 

 

 

 

 

 

 

 

 

 

Constructivist Learning Theory

 

`The constructivist theory is when the “instructor acts as a facilitator and guides the learners along their paths of learning. Learners are assigned tasks in which they must implement instructional goals. They investigate, create, and solve problems” (Orey, M, 2010, p.130). Constructionism can be implemented in two forms-- Learning by Design (LBD) and Project-Based Learning (PBL). In both forms, students take on more responsibility in their learning.

The learning by design theory of constructivism allows for students to work in collaborative groups. According to Dr. Orey, “the participants are expected to design an artifact for their pre-selected target audiences; this can be an individual undertaking or a group work” (Orey M, 2010 p.131). However, with PBL, designing a learning environment does not necessarily need to have a targeted audience.  

A strategy that is used with constructionist learning theory is project-based learning and problem-based learning. Both strategies I think work best with technology in the classroom. What is the use of technology, students can use graphic organizers to help them brainstorm ideas and organize information in a way so that they can understand what is being taught.  With the use of Google sheets in Microsoft Excel through Google classroom, students can collaboratively get data and provide easy access so that their data is accessible for everyone. According to the ITSE standards, “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. (ITSE, 2008) Also, in cooperative groups, “Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints (ITSE, 2008).

I’m excited about this upcoming year because there really isn’t a timeline with testing so it will allow me to create more opportunities to look more into the curriculum and experiment with both strategies. I think regardless if we are still doing remote learning or going back to the classroom, I will create a survey to see what students like better. 

    My school uses Schoology as a platform for our school district. Robert Schuetz, the creator of Schoology, mentions the project-based learning is beneficial to students in the classroom. In saying that, “A recent collaborative study conducted by the University and Michigan and Michigan State University suggests the implementation of project-based learning correlated positively with student achievement, particularly in schools serving high-poverty communities.”

         

 

 

 

 

 

 

 

 

 

 

 

 

References

Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.

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

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

Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Retrieved from 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.

Schuetz, R. Project-Based Learning: Benefits, Examples, and Resources. https://www.schoology.com/blog/project-based-learning-pbl-benefits-examples-and-resources.

 

 

 

 

 

 

 

MD4Assgn

  

Module Four:

Cognitive Learning Theory, Graphic Organizers, and Virtual Field Trips

 

 

Kelly Kern

Master of Science in Education, Walden University

Mrs. Kathryn Arnold

EDUC 6771: Bridging Learning Theory, Instruction, and Technology

December 2, 2020

 

 

 

 

 

 

 

 

 

 

 

 

 

The cognitive learning theory works together with graphic organizers and virtual field trips to support student learning. According to Walden, "The cognitive learning theory explains how we process information and stories it into our memory (Laureate Education, 2015a). By learning more about this theory, I will be able to understand this process with the use of technology in my classroom. I will also be able to connect prior knowledge to students when they learn new information to reach mastery.

Graphic organizers are an excellent tool to help students process information, breaking information into steps. I use many concept mapping techniques to introduce topics and connect students' prior knowledge in order for them to correlate the new information to what they already know. Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts (Schrock, K. (2016a).) The central idea goes in the center and allows students thinking to be broken down by steps. This graphic organizer can be based upon the students' readiness and breaking down the new information that is giving in a simple way.

Graphic organizers work well with virtual field trips as a technology tool. This is an excellent tool for students, so they will be able to visit places and experience looking at artifacts as if they were really at the scene. Students will remember the images versus the text. According to Dr. Orey, "the visual experience is the basis where they can create artifacts". Essentially, this idea ties into what students already learned. Virtual field trips create episodes for students, a rich experience that can be foundational in their network of ideas.  Students curate information from the digital resources using a graphic organizer that demonstrate meaningful connections and conclusions (ITSE,2016)

When starting a new unit, I always try to create a graphic organizer or a video picture to Activate student's prior knowledge. When beginning the lesson, I created a virtual field trip of the American revolution. This creates background knowledge to relate to other connections that students will study throughout the year. And this virtual field trip, students will identify the main events that led to the American revolutionary war. This learning to target, will help Activate students knowledge and thinking. Before viewing the virtual field trip, I had students take notes in their interactive notebooks and I had them fill out a graphic organizer. The interactive notebook helps students take notes and use them as a resource for additional help.

I love the idea of Genius hour because it is student-centered. Students will be fully engaged, and because they get to pick their event that led to the American Revolutionary War, they will be able to take control of their learning. By using the Virtual Field Trip and graphic organizer, students will be able to process information learned in a way to where they will remember. Instructional strategies like notetaking and concept mapping will help students in a school environment and help them learn in real-world situations.

 

 

 

 

 

 

 

 

 

References

. 

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). (2015a). Cognitive learning theories [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2015b). Spotlight on technology: Virtual field trips [Video file]. Baltimore, MD: Author.

Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf.

 

Schrock, K. (2016a). Concept mapping in the classroom. Retrieved

            http://www.schrockguide.net/concept-mapping.htmo

 

 

 

 

 

 

 

Appendix

Appendix 

 

1. Graphic organizer with essential question embedded (student work sample) 

 

 

 

 

 

2. Concept Map URL: https://connected-mind.appspot.com/

3. Virtual Field Trip URL: https://www.amrevmuseum.org/learn-and-explore/for-students-and educators/beyond-the-battlefield-a-virtual-field-trip

 

4. Blog URL: https://elateacherk.blogspot.com/2020/12/md4assgn.htm

MD3Assgn

 

Assignment 3 Module

Kelly Kern

Walden University

 

 

 

 

 

Professor Kathryn Arnold

EDUC 6771: Bridging Learning Theory, Instruction, and Technology

Behaviorism is primarily concerned with observable and measurable aspects of human behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner. Behavior is directed by stimuli (Orey, 2010, p.271). 

JB Watson and BF Skinner created the behaviorist theory. According to this theory, “It is the idea that behaviors are changed adapted based on stimuli response associations by the learner. This theory can be used as positive and negative reinforcement (Orey, 2010, p.273).  If the expectation is met, there is a reward. I use this a lot in my classroom. 

 

The strategy I use the most is the modeling strategy. Albert Bandura has suggested that modeling is the basis for a variety of child behavior. Children acquire many favorable and unfavorable responses by observing those around them (Orey, 2010, p.275). I feel that students learn best when teacher models. As educators, Model and nurture creativity and creative expression to communicate ideas, knowledge, or connections (ITSE,2020).

 

I show modeling in my lesson plans. First, I incorporate an “I do, we do, you do” in my lesson plan. My principal wants us to use that in our lesson planning. The “I do” part of the lesson is me giving direct instruction to my students. It is also where the modeling takes place models for my students what they wanted them to learn. The “we do” part is where students work in cooperative groups or work with a partner. The “you” do part is for students to correlate their efforts and success, showing what they can do independently. With that being said, by analyzing data from pre and post-assessments, students can see their growth and progress.

            At the beginning of a unit, I have students complete informal assessments. Bellwork and exit slips are used to assess their knowledge of the standard being taught. The formative assessment shows their growth in the mastery of the standard. This allows me to know how to give the students the summative assessment. This allows students to reflect on how they can achieve mastery and beyond. Students can use assessment data to guide progress and communicate with students, parents, and education stakeholders to build student self-direction (ITSE 2020).

By using Genius Hour, I am interested in seeing how students perform with the modeling and behaviorist theory. The sources I used allowed me to acknowledge the importance of social-emotional learning and how technology will help students learn in the classroom. The behaviorist theory will be helpful to incorporate, especially with virtual learning and COVID.

I am looking forward to seeing the results of genius hour.

 

 

 

 

 

 

 

 

 

 

 

 

References

 

International Society for Technology in Education (ISTE). (2020). Standards for students.

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

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

Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Retrieved 

from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

  

 

 

 

Reflective Essay

Kelly Kern

Walden University

 

 

 

 

 

Professor Kathryn Arnold

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

October 29,2020

 

 

 

 

 

 

 

 

Reflection Final Essay

In this course, I learned the importance of technology and why it is even more critical for students to learn, especially during a pandemic. After learning about the various tools I could implement in my classroom, I could assuredly say that I am comfortable and eager to use more tools. 

I liked the different platforms we used, such as Wiki's, blogger.com, even Twitter. I have never used these platforms but became comfortable with using this in a classroom. I can intervene with students, helping them learn. I have learned that through these platforms,' communication is a lot better. However, teachers' challenge in education is being provided the tools we need to attract this type of work fulfilling and fun!

Coming into this class, I thought I would be familiar with many of the platforms introduced to me. I was wrong. I made was introduced to Web 2.0 tools. These tools, Media, resources, and activities of this course has helped me develop my technological skills. I became more comfortable with multiple platforms. During this course, I learned a lot. I was not too comfortable at first because I was set in my ways with a routine.  However, the more I became comfortable and familiar, I started having a lot of fun creating my Wiki, blog site, etc. 

I am comfortable with allowing students to understand the new world of technology. With cellphones and no longer needing direct instruction, students do not need to be told what to do anymore. They can learn on their own through technology. You can get information anywhere, but we can experience this in a way that connects students to soak up the skills we teach with the technology they use on a daily basis.

 

One long goal term goal to support my student's success is using technology tools in the classroom. I want students to people to create their own wiki page by the end of the semester. I will create two more wiki lessons, one being how to create a wiki. I  think I will utilize the Wiki site in my classroom. Students will be able to find information on their own, making me become more of a facilitator. I will be able to see what I need to focus on with students. However, I do see a roadblock with this because not all our students will have access to technology. As Richardson says, “Wikis pose some pedagogical challenges. They can be so affected at fostering collaboration that the teacher really needs to carefully examine the role in their use” (Richardson, 2015 p. 61). I can see drama starting with my eighth graders and commenting on discussions.  I felt comforted to know that “if the openness of wikis feels a bit too disruptive, wikis can be used in many other contexts insides schools as well” (Richardson, 2015, p.61).

By the end of the year, my second smart goal is implementing podcasts. For absent students, they can listen to my podcast. Or for projects, students can create a podcast on a research topic and use the podcast to present. I know that there will be obstacles from implanting podcasts and wikis. Some students may not want their voices to be heard in the podcast or get nervous. If that is the case, I will give them an alternative option if they still are not comfortable using a podcast to present. Also, instead of repeating directions a million times, podcasts would be an excellent tool for students to listen to directions as many times as they want.  I think that Podcasts would support a student's success. This relates to the ISTE standard because students use different tools to communicate and share their ideas (2016)

From taking this course, I am thankful I was given the opportunity to learn more about the 21st-century classroom. I did not realize that more platforms could be used. I was shocked that people still used Twitter! I will continue to share my knowledge from this class and share my ideas with my colleagues

 

 

 

 

 

 

References:

 

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 teachers. 

 

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

 

 

Richardson, W. (2015). The future of teaching and learning. From master teacher to master 

 

learner. Bloomington, IN: Solution Tree Press.

 

 

 

 

 

Appendix A

Twitter

1. My Twitter account: @ELAkTeacher

2. The text of my tweet:

I am so thankful for the learning experiences and tools that I've gained through this course. Check out my reflective essay on my blog! #6710App8 

Blogs will allow students to have open communication to collaborate in meaningful class discussions. Especially with COVID, students are not physically present in a classroom. Therefore, Blogs, along with other platforms, are essential for learning even more so than ever!

I teach sixth grade English. I am really excited for this year because my students are advanced with the technology platform we are using from our district. I am excited because they can try new things despite some of those technical difficulties that have occurred. For instance, yesterday, the platform crashed. Despite that happening, students were still able to logon throughout the day, and I noticed by morning, most students submitted their work. I feel that with whatever is going on in the world right now, students and teachers have to be mindful that they cannot control everything. If teachers promote positivity, students will be motivated and excited to learn because they see their teacher cares.

Being the collaborator and learner, I feel is essential. Educators dedicate time to collaborate colleagues and students to improve practice, and discover and dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems (ISTE, 2016). Being a learner, I feel is difficult. Many teachers are stuck in their own ways, afraid to change their routines and way of teaching. I am open to creating specific goals that could be shared with my colleagues.

References:

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

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