I responded to the following blog posts:
http://vaughnswalden.blogspot.com/
and
http://learningtheoryaanzaldua.blogspot.com/
Sunday, November 20, 2011
Wednesday, November 16, 2011
Module 6
Module 6
After receiving my undergrad degree from a face-to-face university and my master’s degree (and soon my EdS) through a distance learning program I see advantages to both types of environments. I feel that when seeking higher education, a person must look at both learning environments to determine which is best for him/her. However, technology does not only impact the learning of a student in an online program. Technology has made learning “quicker” because the resources needed are in one place. When I took my undergrad classes, in order to do any type of research, I had to go to the university’s library and retrieve hard copies of any materials I needed. In my higher level programs, I have been able to spend more time focusing on the actual material because I am not spending as much time looking for it. Obviously, the fact that material found online is up to date is also an advantage.
I feel that in today’s digital society, teachers must always teach standards and the use of technology should enhance this. Teachers should always try to create a variety of tasks to meet the learning styles of their students. As teachers become the facilitator of the educational environment, they must expose students to technologies that can be used to communicate learning, then allow students to use these technologies for this purpose. This will ensure that students are gaining skills in the classroom that will benefit them beyond the classroom.
After receiving my undergrad degree from a face-to-face university and my master’s degree (and soon my EdS) through a distance learning program I see advantages to both types of environments. I feel that when seeking higher education, a person must look at both learning environments to determine which is best for him/her. However, technology does not only impact the learning of a student in an online program. Technology has made learning “quicker” because the resources needed are in one place. When I took my undergrad classes, in order to do any type of research, I had to go to the university’s library and retrieve hard copies of any materials I needed. In my higher level programs, I have been able to spend more time focusing on the actual material because I am not spending as much time looking for it. Obviously, the fact that material found online is up to date is also an advantage.
I feel that in today’s digital society, teachers must always teach standards and the use of technology should enhance this. Teachers should always try to create a variety of tasks to meet the learning styles of their students. As teachers become the facilitator of the educational environment, they must expose students to technologies that can be used to communicate learning, then allow students to use these technologies for this purpose. This will ensure that students are gaining skills in the classroom that will benefit them beyond the classroom.
Sunday, November 6, 2011
Module 5 Comments
I posted comments to Vaughn, http://vaughnswalden.blogspot.com/ and Elizabeth http://escroggs.blogspot.com/
Module 5
Lesson plan format is something that is often sacred to a teacher. My district offers lesson planning software through Infinite Campus; however, teachers are not required to use this. Most teachers at my school have created a lesson plan format in Microsoft Word or Publisher that works for the individual needs of their class. This is how I prepare my lessons. One teacher on my team has taught for 26 years and continues to hand write lesson plans in the traditional lesson plan book, which she purchases each year at the local teacher supply store. On several occasions I have shared my lesson plan format with her, and discussed the benefits I have found in creating lesson plans electronically. Although she says that she realizes the benefits of electronic lesson plans, she continues to hand write hers and says that this is how she has always done it, and that it works for her. One thing she does not like about using a program to create plans is the fact that you must have access to a computer to work on plans. She feels that she can have her plan book with her at any time and quickly make notes in her plan book without having to log on to a computer, open a program, make her notes, then save and close the program.
Driscoll (2005) explains the first step in Keller’s ARCS theory of motivation is to gain the “A” attention of the learner. I have already established this in this situation by showing the teacher advantages of creating electronic lesson plans. Keller’s “R” refers to relevance. This teacher does not see the relevance in changing from one lesson plan format to another. The “C” in Keller’s ARCS is where I feel this teacher is lacking: confidence. In order build confidence in this individual, I can offer to create lesson plans together. I can show her how I created the format to meet my schedule and the needs of my students and help her to create a format that will meet her specific needs. I can work with her over a course of several weeks until she feels confident creating electronic lesson plans. Finally, Keller’s “S” focuses on satisfaction. After the confidence has been built, I (and administration) can praise encourage her efforts while reiterating the benefits of creating lesson plans electronically.
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.
Lesson plan format is something that is often sacred to a teacher. My district offers lesson planning software through Infinite Campus; however, teachers are not required to use this. Most teachers at my school have created a lesson plan format in Microsoft Word or Publisher that works for the individual needs of their class. This is how I prepare my lessons. One teacher on my team has taught for 26 years and continues to hand write lesson plans in the traditional lesson plan book, which she purchases each year at the local teacher supply store. On several occasions I have shared my lesson plan format with her, and discussed the benefits I have found in creating lesson plans electronically. Although she says that she realizes the benefits of electronic lesson plans, she continues to hand write hers and says that this is how she has always done it, and that it works for her. One thing she does not like about using a program to create plans is the fact that you must have access to a computer to work on plans. She feels that she can have her plan book with her at any time and quickly make notes in her plan book without having to log on to a computer, open a program, make her notes, then save and close the program.
Driscoll (2005) explains the first step in Keller’s ARCS theory of motivation is to gain the “A” attention of the learner. I have already established this in this situation by showing the teacher advantages of creating electronic lesson plans. Keller’s “R” refers to relevance. This teacher does not see the relevance in changing from one lesson plan format to another. The “C” in Keller’s ARCS is where I feel this teacher is lacking: confidence. In order build confidence in this individual, I can offer to create lesson plans together. I can show her how I created the format to meet my schedule and the needs of my students and help her to create a format that will meet her specific needs. I can work with her over a course of several weeks until she feels confident creating electronic lesson plans. Finally, Keller’s “S” focuses on satisfaction. After the confidence has been built, I (and administration) can praise encourage her efforts while reiterating the benefits of creating lesson plans electronically.
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.
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