Problem Statement
I plan to research if high school students studying Spanish at the intermediate level who use on-line translators and other electronic devices to help them complete their work have higher achievement levels than students who use traditional non-technological ways to complete assignments such as complex thinking skills.
Who: Intermediate high school Spanish students
What: The use of on-line translators to do the work
Why: Impact on student achievement levels when on-line translators and other electronic devices are used instead of complex thinking skills.
My research questions are:
1. How does student work completed from using notes completed in-class and from in-class practice compare to that of a student who has used on-line help to complete their work instead? (Difference question)
2. Does supplemental technology use outside the classroom improve students' achievement in the Spanish classroom? (Relationship question)
3. Is there a positive relationship between technology use in the high school Spanish classroom and student learning (achievement)? (Relationship question)
As a result of the different types of research questions I will be looking at, I will
be using a mixed-methods research approach, using both quantitative and qualitative
methods.
As a result of the different types of research questions I will be looking at, I will
be using a mixed-methods research approach, using both quantitative and qualitative
methods.
Wednesday, March 17, 2010
Sunday, March 14, 2010
General Problem Statement
My general problem statement is as follows:
I plan to research if high school students studying Spanish at the intermediate level who use on-line translators and other electronic devices to help them complete their work have higher achievement levels than students who use traditional non-technological ways to complete assignments such as complex thinking skills.
Who: Intermediate high school Spanish students
What: The use of on-line translators to do the work
Why: Impact on student achievement levels when on-line translators and other electronic devices are used instead of complex thinking skills.
I plan to research if high school students studying Spanish at the intermediate level who use on-line translators and other electronic devices to help them complete their work have higher achievement levels than students who use traditional non-technological ways to complete assignments such as complex thinking skills.
Who: Intermediate high school Spanish students
What: The use of on-line translators to do the work
Why: Impact on student achievement levels when on-line translators and other electronic devices are used instead of complex thinking skills.
Saturday, February 27, 2010
EDUC6711 Reflection
Initially, my personal learning theory I developed focused primarily on the cognitivist learning theory and that students learn best with this theory. Lever-Duffy and McDonald (2008) stated that, “cognitivists focus on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used” (p. 16). To me, that learning theory made the most sense, but after reviewing all the other learning theories, I have decided that not one learning solely working alone is best. I feel that incorporating each learning theory into lessons in different ways maximize learning for all students. I feel that incorporating only one theory all the time is not enough to maximize student learning.
The adjustments I will make in regards to my instructional practice with technology is to try to incorporate it more often. I rarely use technology with my students, and from this course, I have learned about a lot of different options with using technology. Two technology tools I will use with my students are virtual field trips and creating voicethreads. These two technology tools will allow students to work cooperatively and will also incorporate the contructivist learning theory, which is a good addition and will help enhance my students’ learning. Students will also develop a sense of empathy as we explore the Spanish-speaking world using virtual field trips, which is one of our school district’s outcomes and indicators.
The first long-term goal change I would like to make to my instructional practice regarding technology is to incorporate a student-lead technology project for each quarter for each Spanish class (first and second year) that I teach, so students are creating a project using technology tools for each unit (I have four big units each year). The second long-term goal change I would like to make is to not loose sight of which learning theories to use with different technological tools to best help my students learn. Instead of plugging in a technology tool into a lesson, I want to be able to plan it out knowing why I am using the tool rather than just doing it to say I am doing it. I will meet this goal by reflecting on my lessons each year and start planning my activities now, while the information is fresh in my mind from this class.
References:
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
The adjustments I will make in regards to my instructional practice with technology is to try to incorporate it more often. I rarely use technology with my students, and from this course, I have learned about a lot of different options with using technology. Two technology tools I will use with my students are virtual field trips and creating voicethreads. These two technology tools will allow students to work cooperatively and will also incorporate the contructivist learning theory, which is a good addition and will help enhance my students’ learning. Students will also develop a sense of empathy as we explore the Spanish-speaking world using virtual field trips, which is one of our school district’s outcomes and indicators.
The first long-term goal change I would like to make to my instructional practice regarding technology is to incorporate a student-lead technology project for each quarter for each Spanish class (first and second year) that I teach, so students are creating a project using technology tools for each unit (I have four big units each year). The second long-term goal change I would like to make is to not loose sight of which learning theories to use with different technological tools to best help my students learn. Instead of plugging in a technology tool into a lesson, I want to be able to plan it out knowing why I am using the tool rather than just doing it to say I am doing it. I will meet this goal by reflecting on my lessons each year and start planning my activities now, while the information is fresh in my mind from this class.
References:
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Wednesday, February 3, 2010
Tuesday, February 2, 2010
Connectivism and Social Learning in Practice
Social learning theories emphasize that one constructs knowledge based on the society of which someone is a part. Dr. Michael Orey (2001) believes that in a classroom setting, when teachers choose to implement instructional models based on social learning theories, “the need for collaborating among learners and with practitioners in the society” is stressed. Dr. Orey (2001) also discusses that “Social constructivist approaches can include reciprocal teaching, peer collaboration, cognitive apprenticeships, problem-based instruction, webquests, anchored instruction and other methods that involve learning with others”. All of these instructional methods emphasize the social constructivist learning theory.
Based on my research this week, I found a few ideas that correlate with the principles of the social learning theories. One instructional method I read talked in detail about cooperative learning. Cooperative learning, according to Dr. Orey (2001), “promotes social interactions; thus students benefit in a number of ways from the social perspective. By having the students explain their reasoning and conclusions, cooperative learning helps develop oral communication skills”. A way in which I can use this method in my classroom is to have my students conduct interviews with a partner in Spanish, or in groups of four, and the students will have to share their findings with the class, using some sort of presentation tool to accentuate the presentation (Students can use visuals in PowerPoint, a VoiceThread, iMovie, etc.). In Spanish, students will have to pay attention to correct verb conjugations, grammar and tenses when speaking to one another and paraphrasing to the class.
Another tool which correlates to social learning theories and cooperative learning is using shared bookmarking. According to Pittler, Hubbell, Kuhn and Malenoski, “Now all a teacher has to do is bookmark her best resources on a social bookmarking site and make one link to it that stays at home or at school without having to remember a lot of URLs” (2007, p. 150). My World Language Department will be working on creating a social bookmarking site in two days to which we will all be contributing. Later, we will allow our students to have access to our Spanish resources via our classroom websites.
Another neat teaching tool about which I read this week is working with VoiceThread. This web-based program gets students working collaboratively on a task and then they are able to share their information not only with class members but with the community people all over the world. The projects I will have my students create will allow for each student to be able to receive feedback from the teacher and their peers. One example of using VoiceThread with my students is to have them create a restaurant review. Focusing on the preterite tense in Spanish and restaurant vocabulary, students will record their experience of a restaurant visit, taking pictures of the restaurant and the food they ate to upload to their VoiceThread. I will require students to comment on at least two other VoiceThreads.
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Based on my research this week, I found a few ideas that correlate with the principles of the social learning theories. One instructional method I read talked in detail about cooperative learning. Cooperative learning, according to Dr. Orey (2001), “promotes social interactions; thus students benefit in a number of ways from the social perspective. By having the students explain their reasoning and conclusions, cooperative learning helps develop oral communication skills”. A way in which I can use this method in my classroom is to have my students conduct interviews with a partner in Spanish, or in groups of four, and the students will have to share their findings with the class, using some sort of presentation tool to accentuate the presentation (Students can use visuals in PowerPoint, a VoiceThread, iMovie, etc.). In Spanish, students will have to pay attention to correct verb conjugations, grammar and tenses when speaking to one another and paraphrasing to the class.
Another tool which correlates to social learning theories and cooperative learning is using shared bookmarking. According to Pittler, Hubbell, Kuhn and Malenoski, “Now all a teacher has to do is bookmark her best resources on a social bookmarking site and make one link to it that stays at home or at school without having to remember a lot of URLs” (2007, p. 150). My World Language Department will be working on creating a social bookmarking site in two days to which we will all be contributing. Later, we will allow our students to have access to our Spanish resources via our classroom websites.
Another neat teaching tool about which I read this week is working with VoiceThread. This web-based program gets students working collaboratively on a task and then they are able to share their information not only with class members but with the community people all over the world. The projects I will have my students create will allow for each student to be able to receive feedback from the teacher and their peers. One example of using VoiceThread with my students is to have them create a restaurant review. Focusing on the preterite tense in Spanish and restaurant vocabulary, students will record their experience of a restaurant visit, taking pictures of the restaurant and the food they ate to upload to their VoiceThread. I will require students to comment on at least two other VoiceThreads.
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, January 27, 2010
Constructivism in Practice
Generating and testing hypothesis and the constructionist/constructivist theories of learning go hand in hand. In this week’s resources, the technological instructional method, generating and testing hypothesis was discussed and I was able to see what this has in common with the learning theories studied this week. As Dr. Michael Orey (2001) states, constructionism “builds on the ‘Constructivist’ theories of Jean Piaget, asserting that knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner. Learners don't get ideas; they create ideas. Moreover, constructionism suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others”. When I remember the classes I took when I was in high school, I seem to always remember the classes and lessons in which the students were taught someone hands-on, where we were able to create our own knowledge and create some sort of project displaying that knowledge of the concepts being studied and what it meant to us. We then were able to present it in one way or another, so others could understand the material in a different way.
The example which uses technology, generating and testing hypothesis, relates to the constructivist/constructionist learning theories because students are not only engaged actively in what they are learning, they are creating something to demonstrate their knowledge, which also proves they know the facts and information dealing with that concept. “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 202). By using spreadsheets to display the information, this will help students “…[interpret] the data rather than [gather] the data” (Putler, Hubbell, Kuhn & Malenoski, 2007, p. 203).
I am thinking about some ideas with using technology to use generating and testing hypothesis with my students, but for Spanish class I am actually running into a wall. Does anyone have any ideas on how I can use this instructional method with my students with the Spanish language? I could always have students relate the instructional method with the Spanish culture. Any ideas?
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The example which uses technology, generating and testing hypothesis, relates to the constructivist/constructionist learning theories because students are not only engaged actively in what they are learning, they are creating something to demonstrate their knowledge, which also proves they know the facts and information dealing with that concept. “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 202). By using spreadsheets to display the information, this will help students “…[interpret] the data rather than [gather] the data” (Putler, Hubbell, Kuhn & Malenoski, 2007, p. 203).
I am thinking about some ideas with using technology to use generating and testing hypothesis with my students, but for Spanish class I am actually running into a wall. Does anyone have any ideas on how I can use this instructional method with my students with the Spanish language? I could always have students relate the instructional method with the Spanish culture. Any ideas?
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, January 19, 2010
Cognitivism in Practice
This week’s resources allowed me to explore the principles of the Cognitive Learning Theory and the tools which relate to this theory. Cognitive Learning Theories, according to Dr. Michael Orey, “revolve around the information processing model” (Laureate Education, Inc., 2009), which means that through ones senses (external stimuli), information is received. This information is then stored in short-term memory and will only go into long-term memory if it is rehearsed and if connections are made so one is able to retrieve the information from long-term memory. The more the information is rehearsed and the more connections are made, the easier the retrieval process will be.
The instructional strategy, using concept maps, is a great idea of how one could implement the cognitive learning theory into instruction. A concept map can help students take a complex concept or idea, break the concept down into smaller concepts and words and link all the ideas together to create personal connections for each student. I have been thinking of all the possibilities for concept maps in my classroom, and I have come up with some ideas in which I will have my students create maps using the preterite tense in Spanish. They can group verbs in groups, create sub-groups according to their knowledge, and then link other groups together. I am also eager to try the concept maps with the preterite and imperfect tenses. This concept of having two past tenses in Spanish tends to confuse the English speaker, so the maps should be of great use. These will be great review activities after they have gained all the prior knowledge to complete the tasks.
The other instructional strategy, virtual field trips, seems very interesting. I had never heard of a virtual field trip before this week’s resources, and I am already thinking of one lesson in particular for which I can implement this strategy. In addition to teaching grammar concepts, I simultaneously teach about the Spanish-speaking world and the many cultures that exist within that world. For certain cultural topics or certain places in the world I focus on, I can bring that learning to life with virtual field trips. I have done some research tonight on some virtual field trips and I have found quite a few which will work with my lessons. According to Dr. Michael Orey, these field trips will create a “powerful episodic experience” (Laureate Education, Inc., 2009). I am looking forward to starting these field trips this coming semester!
References:
Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Program six. Spotlight on Technology: Virtual Field Trips [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
The instructional strategy, using concept maps, is a great idea of how one could implement the cognitive learning theory into instruction. A concept map can help students take a complex concept or idea, break the concept down into smaller concepts and words and link all the ideas together to create personal connections for each student. I have been thinking of all the possibilities for concept maps in my classroom, and I have come up with some ideas in which I will have my students create maps using the preterite tense in Spanish. They can group verbs in groups, create sub-groups according to their knowledge, and then link other groups together. I am also eager to try the concept maps with the preterite and imperfect tenses. This concept of having two past tenses in Spanish tends to confuse the English speaker, so the maps should be of great use. These will be great review activities after they have gained all the prior knowledge to complete the tasks.
The other instructional strategy, virtual field trips, seems very interesting. I had never heard of a virtual field trip before this week’s resources, and I am already thinking of one lesson in particular for which I can implement this strategy. In addition to teaching grammar concepts, I simultaneously teach about the Spanish-speaking world and the many cultures that exist within that world. For certain cultural topics or certain places in the world I focus on, I can bring that learning to life with virtual field trips. I have done some research tonight on some virtual field trips and I have found quite a few which will work with my lessons. According to Dr. Michael Orey, these field trips will create a “powerful episodic experience” (Laureate Education, Inc., 2009). I am looking forward to starting these field trips this coming semester!
References:
Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Program six. Spotlight on Technology: Virtual Field Trips [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
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