Course Reflection

The course, Bridging Learning Theory, Instruction, and Technology, through Walden University has focused on theories of learning, and how technology can be used to support various instructional strategies. It has made me aware of more learning theories and technology tools, while also helping me to see how various instructional strategies could improve the learning environment in my classroom. As a result of the knowledge I have gained, I look forward to making a few changes in my classroom and theoretical approach.

The first changes have occurred in my theory of learning. While I still believe that students have a variety of learning styles, and that they learn best through activities that make use of the targeted skills, I would now describe my theory of learning as a form of social constructivism instead of constructivism or the multiple intelligences theory. As a result of this course, I have come to believe that people construct knowledge primarily through interactions with others and their environment (Kim, 2001, para. 9-11). The change in my theory of learning is primarily in the belief that the social aspects of learning are of high importance. This course has also shown me that technology can significantly enhance the opportunities for social learning by providing easy access to quality tools for collaboration with students and experts around the world, tools for practice, and teacher-tested projects.

Another way that the knowledge I have gained through this course has lead to changes in my instructional practice. In this course, as in a previous course, I learned about nine instructional strategies that a team, lead by Robert Marzano, identified as being statistically proven to enhance student learning (Laureate Education, Inc., 2011). Unlike the previous course, however, this course focused on providing multiple examples of how technology could be used to support student learning using each of the strategies. I plan to intentionally use the nine strategies in my lessons and to integrate technology as often as possible. For instance, when graphing linear equations I will use the strategy “generating and testing hypotheses” along with the website GraphSketch.com. I will have students sketch a prediction of what each graph will look like, then I will have students use GraphSketch.com to create the graph to test their prediction. In my band classes, I can use the strategy “cues, questions, and advance organizers” along with an unfinished concept map created on a website such as LucidChart.com, to focus students' note-taking during a music history lesson. According to Pitler, Hubbell, Kuhn, and Malenoski, this type of advance organizer “helps students organize their thoughts around the essential information and gets them thinking about what they know about the topic” (2007, p76).

Finally, I have also created goals for my technology integration as a result of this course. The first goal is to do at least one technology-related project per year with each of my middle school bands. The second goal is to use technology to help my students become better note-takers in my math classroom. I can accomplish the first goal by looking at our concert schedule and setting aside a block of time in each band's schedule when it won't interfere with concert preparations. Then I will need to create several project-based assignments for use when the time is right. Some ideas include creating compositions, recording student performances, and creating a blog or wiki dedicated to composers or other music-related topics. The second goal can be accomplished by using the strategies “cues, questions, and advance organizers,” “summarizing and note-taking,” and “reinforcing effort.” Each of these strategies has several options for supporting technology, such as creating a web page dedicated to recognizing student effort, creating a KWL (know, want to know, learned) chart in a spreadsheet program, or creating an incomplete concept map for students to finish as they take notes.

As my course comes to a close, I realize that I have learned a lot about learning theories, instructional strategies, and how technology can be used to bring about student growth. I have been inspired to use technology, as I implement instructional strategies, to prepare students for their technology-rich future.

Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Laureate Education, Inc. (Producer). (2011). Program eleven: Instructional strategies, Part one [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Connectivism and Social Learning in Practice

Social constructivism and connectivism are two learning theories that shed light on how learning occurs, or how to best teach, in today's society.  Social constructivism emphasizes the importance of social interactions and the creation of artifacts during learning, and builds on the idea that knowledge is constructed through an individuals interactions with others and their environment (Kim, 2001, para. 9-11).  George Siemens' theory of connectivism stresses the importance of learning through connections, the ability to recognize connections that exist between ideas, keeping information up-to-date, and having the capacity to learn more (Davis, Edmunds, & Kelly-Bateman, 2008, para. 10).  The instructional learning strategy, cooperative learning, relates to each of these theories and many technology-based tools can be used in ways that support cooperative learning.

"The instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 139).  Social constructivism and connectivism each support the social interactions of students as they work together to accomplish tasks.  Cooperative learning is social and connects students within classrooms, and across the world as they work together to accomplish tasks.

Many technology-based tools also relate to cooperative learning, social constructivism, and connectivism.  Social networking websites, such as Facebook and Twitter, allow students and teachers to collaborate and make additional connections, even at a distance.  Pitler et al. (2007, p. 154) suggest that "combining VoIP (Skype, ooVoo) with sites that facilitate user-content sharing - such as instant messaging for quick chats, blogs for discussions, wikis for collaborative note taking, Google Calendar for sharing dates, and del.icio.us for sharing Web resources - facilitates powerful collaboration at any time of day and from any geographical location."  The same authors suggest working collaboratively to create a website.  I have found my experience with website creation, including a basic understanding of HTML, to be extremely valuable as I work to create web content, including occasional tweaks to this blog.  Each of these tools helps to make more connections, stay up-to-date, and construct knowledge in a social setting.

Another type of web-based tool that emphasizes connections and social learning is the multiplayer simulation game.  Revolution is an example of a game that helps students to experience events of the American Revolution through a virtual environment.  Students interact with other students as well as artificial intelligence characters as they gather information and make choices related to the time period (Pitler et al., 2007, p. 152).  A similar game is the multi-user virtual environment known as Second Life.  While this game certainly has a social aspect and could be used to collaborate and make connections with others, I would be hesitant to use it with students due to the many sexually charged elements of the site.

While the Internet can sometimes be a dangerous place to take students, it is also a fantastic resource that looks to be the way of the future.  We would be robbing students of rewarding experiences and missing an opportunity to teach Internet safety if we didn't make use of it with students.  The web also provides many opportunities to support students through cooperative learning as they make connections and construct meanings with other learners.


References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Kim, B. (2001). Social Constructivism.  In M. Orey (Ed.), Emergin perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

VoiceThread

I just finished my VoiceThread (VT) for my assignment through Walden University.  The VT will also double as a kick-off for my Band Resources Wiki assignment that my 7th grade band students will be beginning soon.  Here is the link for my VT, which you can follow to view the VT and to comment if you would like:  http://walden.voicethread.com/share/3469904/

If you would like to view the assignment files that I will be using for the band resources wiki, follow this link:
http://bandresources.wikispaces.com/Wiki+Assignment+Files

I've also embedded the VT here:

Constructivism in Practice

Constructionism is an educational strategy and theory, based on the constructivist theories of Jean Piaget.  It asserts that knowledge is actively "constructed" in the mind of the learner, and it emphasizes the creation of artifacts, or products, by the learner (Han & Bhattacharya, 2001). Additionally, it is learner centered, values inquiry, revision and development of ideas, and real-world tasks.  The strategy of generating and testing hypotheses relates to constructionism because the learner is able to construct knowledge as they work with real-world problems through the generation and testing of hypotheses. Two technologies that can be used as part of the generating and testing hypotheses instructional strategy are an investment project using spreadsheet software, and “Practicing with the Catapult,” a web-based program that allows students to explore the physics of a catapult.

The first technology is a spreadsheet that allows students to predict how much money they will make by investing a given amount of money in variety of ways. A teacher could create a spreadsheet with multiple preset investment options and formulas to calculate the results of the investments. Students could then seek out and input the current interest rates to make the project even more realistic. By preparing the formulas in the spreadsheet in advance, the teacher helps the student to “generate and test hypotheses in very little time and gain valuable experience that they can apply to future academic hypotheses” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p 207). While the teacher takes more of an active role in designing the assignment in this project, students are working with a real-world problem, making and revising hypotheses, and inquiring to find the current rates to relate the lesson directly to today's economic situation, which makes this an example of constructionism.

The second technology is the program, “Practicing with the Catapult.” In this program, students are able to work with a variety of variables, such as gravity, launch angle, speed, and height, air resistance, and more. Students can use an equation to make a hypothesis about how fast to throw the object, or they can guess and then revise their guess through trial and error. A physics or Algebra teacher could use this program to help students learn about either force or solving Algebraic equations. Throughout the process, though, the student is revising and developing ideas through a process of inquiry, which relates to the constructionist view.

Each of the technologies explored made use of generating and testing hypotheses and each fit in with the constructionist view. While neither project created an artifact, teachers could certainly guide students in making something tangible that furthered the goals of the project. On the other hand, students would certainly be constructing knowledge while working with each technology.

Resources:

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Constructionism,_Learning_by_Design,_and_Project_Based_Learning

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Practicing with the catapult. Retrieved from http://www.lcse.umn.edu/specs/labs/catapult/practice.html

Cognitivism in Practice

Cognitivism seeks to understand how the mind processes information.  A variety of theories exist, such as Paivio's dual coding hypothesis and the Atkinson-Schiffrin Model, which help to shed light on how the brain works.  When teachers consider these cognitive theories as they plan their instruction, their teaching becomes more effective.  Many technology-related instructional strategies can be referred to as "cognitive tools" because they "use technology to augment learning theory" (Laureate Education, Inc., 2011).

Each theory of learning offers insight into the mind's workings.  The Atkinson-Schiffrin Model suggests that, at the short-term memory level, the brain can process only 5-9 pieces of information at once, and the information must be processed deeply to reach the long-term memory (Laureate Education, Inc., 2011).  This information suggests that a learner should not be provided with too much information at once and they should be given opportunities to process the information more deeply.  The dual coding hypothesis suggests that using images and text/words simultaneously, or smells and text/words, the brain will store the information better than when using words or text only (Laureate Education, Inc., 2011).  Additional theories suggest that memories gained through experiences are stronger than many other types, that involving more senses in the learning process creates stronger memories, and that a person creates stronger memories by associating new information with something familiar to the learner (Laureate Education, Inc., 2011).

One cognitive tool is the concept map.  Concept maps, such as those created on spiderscribe.net, provide the learner with a visual representation of a collection of inter-linked ideas.  According to Novak and Canas, "there are two features of concept maps that are important in the facilitation of creative thinking: the hierarchical structure that is represented in a good map and the ability to search for and characterize new cross-links" (2008).  The thought processes required for students to create a concept map help them to think deeply and can help facilitate the creation of long-term memories.  Concept maps also create the opportunity to make use of the dual coding hypothesis by combining images and text (Laureate Education, Inc., 2011).

Another set of cognitive tools is the use multimedia such as PowerPoint presenations, video clips, or software such as Stellarium, which is a "computer-based planetarium" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Most students find these tools very engaging and they are also effective because they help them "activate prior knowledge and develop a mental model to understand new information" (Pitler et al., 2007).  In many cases, the learner is creating experiences though the use of this technology as well.

While not often thought of as such, spreadsheets and calculators are also forms of cognitive tools.  Dr. Michael Orey suggests that, “giving [students] a spreadsheet that has all of the data allows them to focus on the solution to the problem” (Laureate Education, Inc., 2011).  A calculator has a similar effect.  However, it must also be noted that cognitive tools, such as calculators, can sometimes have negative side effects too.  While the calculator aids students in reaching higher-level thinking skills by getting them past some of the "simple" steps more quickly, teachers might find that students' mental math skills deteriorate with the use of calculators.

Despite the side effects, students can benefit from the use of cognitive tools in the classroom because they allow for deeper learning.  Cognitive theories suggest that these tools can enhance learning by allowing students to focus on solutions to problems rather than calculations, incorporating multiple senses into experiences, by creating new experiences, and by activating old knowledge to make new information more meaningful.

References:

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

This week I learned about behaviorism and its application in the classroom.  Behaviorism seeks to encourage certain responses and/or behaviors through positive reinforcement, while discouraging others through negative reinforcement.  According to James Hartley (1998) as cited in Smith (1999, para. 4), behaviorism claims that it is important that the learner be active (rather than passive), that there is frequent practice, that there are clear objectives for the activity, and that there is reinforcement used as a motivator.  The book, Using Technology with Classroom Instruction that Works  (Pitler, Bubbell, Kuhn, & Malenoski, 2007), gives suggestions for reinforcing student effort and providing students with opportunities to practice what they've learned, which both are part of the behaviorist view .

One of the pillars of behaviorism is reinforcement of desirable behaviors.  The chapter in Using Technology with Classroom Instruction that Works titled, "Reinforcing Effort," describes ways that teachers, and schools, can reinforce students' belief that effort pays a major role in their academic success (Pitler et al., 2007, pp.155-164).  Through the use of spreadsheet software, teachers can help students track the correlation between their effort and grades, providing visual reinforcement of the positive effects of effort (pp. 156-161).  The authors also also provide examples of how effort can be reinforced through the use of surveys, bulletin boards, and web-based methods to reinforce the effort of students.

Another important part of behaviorism is providing opportunities for students to practice what they have learned.  B.F. Skinner, one of the biggest names in behaviorism, designed an instructional strategy called "programmed instruction," that was very similar to an online tutorial that tells you if your answer is correct or incorrect.  The chapter, "Homework and Practice" in Using Technology with Classroom Instruction that Works, lists several resources that are similar to Skinner's "programmed instruction" (Pitler et al., 2007, pp. 196-199).  One example is the Starfall Web site, www.starfall.com, where one game asks students to add the consonant to the start of a word to match a picture.  If the correct letter is added, the student is rewarded with the pronunciation of the word, but if they are incorrect, then the game honks at them.  This type of game can engage students, while providing automated reinforcement to encourage them when the get correct answers.

The book, Using Technology with Classroom Instruction that Works (Pitler et al., 2007), provides good examples of effective application of the behaviorist model of education.  While many aspects of behaviorism are unpopular in education today, reinforcement of behavior, and practice, are two aspects that can be very effective, and they are still frequently used today.

Resources:

Laureate Education, Inc. (Producer). (2011a). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com &Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Bubbell, E., Kuhn, M., & Malenoski, K. (2007).  Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education.  Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

Course Reflection - What Impact Has This Class Had on Me As a Teacher?

As my course, “Understanding the Impact of Technology on Education, Work, and Society,” comes to a close, I reflect on what I have learned, and how my classroom will change as a result of that learning. While the technologies that I learned about, blogs, wikis, podcasts, and more, aren't new to me, my views on the use of those technologies have changed in some ways. This course has helped me to view technology, not just as a way to gain more students' attention, but as an important part of every students education that schools and teachers need to make a priority in order to provide students with the 21st-century skills needed to be successful in the future.

One way this course has changed my view is by forcing me to use and explore some of the technologies that I have never tried. Referring to his personal use of Internet technologies, author and teacher, Will Richardson (2010) says, “the transformation in my own personal learning practice is what informed my work with students … we make these connection in our own practice first so we can thoroughly understand the pedagogical implications for the classroom.” It is fairly obvious to me that it would be extremely difficult to effectively incorporate something into your classroom if you have never used it yourself. Since taking this class, I have begun to use and follow blogs, RSS feed readers (aggregaters), and podcasts, while also exploring many more Internet resources that could potentially be used in my classroom or to improve my own understanding. Having used these technologies, I will now be more successful in using them in my classroom.

The next way I have changed as a result of this course is in the extent my knowledge of the teaching and learning process. While I have always understood that there were many different learning styles present in a classroom at any given time, I now understand that there are also what Dr. Christopher Dede (Laureate Education, Inc., 2010) calls “media learning styles.” Media learning styles are not based on age, but on experience and comfort with media, such using as paper-and-pencil as compared to typing on a word processor. With the with the world becoming flatter (or shrinking) (Friedman, 2005) as a result of globalization, learners who are comfortable with media and technology that facilitates collaboration will be needed. Teachers should be encouraging their students to use personal wireless devices, Web 2.0 applications, and other collaborative tools, especially those that encourage creativity. As Chris Dede says, “it looks as though media-based learning styles are going in a direction that parallels what society is really going to need from education, but we can only take advantage of that if we let students use in school the kind of powerful tools that they use outside of classroom settings” (Laureate Education, Inc., 2010).

Just as technology is allowing for more collaboration on a world-wide scale, it is also encouraging me to shift toward a learner-centered classroom. Trilling (2005) states that, “we must go from 'one size fits all' to 'the right size for each one' using technology to help personalize, differentiate, and deliver a more flexible, universally designed curriculum.” The Internet is making authentic, individualized learning, that is driven by student curiosity, possible. It also is providing tools that allow for the development of 21st-century skills in students. Teachers need to begin sharing the reins with students, allowing them to willingly develop those skills through projects and activities that they have a stake in. Richardson (2010) shares, “by inviting students to become active participants in the design of their own learning, we teach them how to be active participants in their lives and future careers.”

Lastly, this course has given me the means to continue learning so that I can work to accomplish goals for my teaching practice. Through my web exploration early in this class, I found many great web resources that I will follow using an RSS feed reader, and that will allow me to learn about best practices and stay up-to-date on emerging technologies. Learning from these resources will move me closer to accomplishing goals that I have for my classroom and teaching: 1) To bring more technology into my classroom., and 2) To create a band resource wiki that all of my band students contribute to, both in and out of the classroom, and use, along with band students from around the world, to improve their playing and knowledge of music. To accomplish the first goal, I intend to seek out grants and donations that will allow me to create student workstations where they can write music, contribute to blogs and wikis, and access Internet resources from my classroom. I also hope to acquire one or more iPads for my classroom. To accomplish the second goal, I will have each of my classes do a project in the computer lab to get started on the wiki and will encourage them to contribute new resources whenever they find them at home. When the wiki is up and running, I will encourage my students to share it with their friends to spread the word that the resource is available for the world to use.

In the first week of this class I referenced a checklist of teaching practices that support 21st-century skills and that evaluate if I am effectively using technology in my own classroom while promoting the effective use of technology throughout my school. Referring back to the same document, I see that I have certainly improved in many areas since the start of this class. I have already begun to design activities that encourage more collaboration and that include real-world problem solving. I have also been exploring many more technologies and Internet resources and their possible uses in my classroom. At the same time, I am sharing those resources and collaborating with other teachers in my district to begin transforming our schools through the use of technology. However, I think the biggest changes will come when every student in every class has a computer or iPad. As Dr. David Thornburg says, “If we want to make a different in students lives, around technology, … we have to think nothing less than one-to-one computing” (Laureate Education, Inc., 2010b).

I am looking forward to the coming school year and the impact that this course will have on my work with students. I hope that I can be a catalyst for change in my students and my school.

References

Friedman, T. (2005, April 3). It's a flat world, after all. The New York Times.Retrieved from http://www.nytimes.com

Laureate Education, Inc. (Producer). (2010a). Millennial learning styles. [Video webcast]. Retrieved from http://www.courseurl.com

Laureate Education, Inc. (Producer). (2010b). Today's students. [Video webcast]. Retrieved from http://www.courseurl.com

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.

Trilling, B. (2005). Towards learning societies and the global challenges for learning with ICT. TechForum. Retrieved from http://www.techlearning.com/
techlearning /pdf/events/techforum/ny05/ Toward_Learning_Societies.pdf

Podcast - Student Technology Use

I recently had the opportunity to interview some of my high school students to try to gain a better understanding of their technology usage and preferences.  This survey was a result of an assignment for a class I am taking through Walden University, but I was also inspired by the information presented in my course materials for this week.  Through the survey, I found that my students are immersed in media, but they often do not make use of the same technology at school.  I believe that my school will need to provide better access to technology, and change their personal electronic device for students, in order to prepare students for the society they will be entering.

In the podcast I quote the following sources:

Dretzin, R., & Maggio, J. (Producers), & Dretzin, R. (Writer). (2008, January 22). Growing up online [Television series episode]. In Frontline. Boston: WGBH. Retrieved from http://www.pbs.org/wgbh/pages/frontline/kidsonline/ 

Laureate Education, Inc. (Producer). (2010a). Today's students. [Video webcast]. Retrieved from http://www.courseurl.com

Laureate Education, Inc. (Producer). (2010b). Millenial learning styles. [Video webcast]. Retrieved from http://www.courseurl.com

The Partnership for 21st Century Skills - A Review

Through my current course at Walden University, titled, Understanding the Impact of Technology on Education, Work, and Society, I have had the opportunity to evaluate a variety of technologies and resources, examining their possible benefits to my own practice of teaching middle and high school students.  This week, we focused on what have come to be known as "21st-century skills."  Although most of the skills really aren't new, they have gained importance in our current, and future, world due to the changes brought on by new technology.  Identifying the need for these skills, Bates and Phelan write, "it is clear that our success in building a globally competitive workforce is dependent on the ability of our workforce development systems to provide the employability skills, both the basic academic skills (the three Rs, listening, speaking) as well as the higher order competencies required for success in today’s workplace."  In the same year that their article, "Characteristics of a Globally Competitive Workforce," was published, the Partnership for 21st Century Skills (P21) was formed.  It is this organization's website which I will review for the remainder of this post.

The Partnership for 21st Century Skills is made up of business, education, and government leaders.  Among their members are companies like Apple, Adobe, and Cisco, a member of the Kentucky Department of Education, and educational organizations such as the National Education Association and Education Network of America.  The mission of this organization is "To serve as a catalyst to position 21st century readiness at the center of US K12 education by building collaborative partnerships among education, business, community and government leaders" (P21, 2011).  So far, they seem to be successful in their mission because they have formed many partnerships with very influential, and active, organizations.

At first glance, the P21 website is colorful and well-organized, with enough pictures and colored text boxes to keep things interesting.  For a "casual web-surfer" there is probably a bit too much text to keep their attention, but for an educator looking for resources, it is just about right.  It was lucky for me that the first announcement on the site's homepage pointed me to the new math skills map, which is probably the best resource on the site for a math educator.

Many times I feel like I need an interpreter to walk me through a set of state standards, but the 21st Century Math Skills Map takes away much of the mystery.  For each 21st century skills outcome, the map provides an example of students completing a task that demonstrates the outcome and shows how the outcome aligns with the new Common Core State Standards (CCSS).  Not only does this make the goals of the P21 Framework easy to understand, it also eliminates much of the legwork that a teacher would need to do in aligning their curriculum with both the CCSS and the 21st Century Framework.

There are many other useful tools on the site as well.  The P21 Blog contains many great articles from leaders in the realm of education.  There are also guides for implementing 21st century skills in various settings, such as in the classroom and through professional development.  Parents can even find information about 21st century skills, although I believe that the partnership should reword these resources to be easier for parents without an educational background to understand.

After scouring the site for something I didn't agree with, I finally found an article called "Virtual Schools and 21st Century Skills."  As an educator, I naturally bristle at the thought of virtual schools for K-12 students because they seem like a threat to my job.  However, the real problem that I have with the concept of virtual schools is not the threat to my job or the quality of education it provides, but what I perceive as a lack of accountability, motivational tools, and the ability to teach the informal life lessons that "normal" teachers teach through the situations which arise in their classrooms.  The article says "Online learning through virtual schools is one of the most important advancements in attempting to rethink the effectiveness of education in the United States," and "skills like problem solving are practically meaningless if students cannot manage their time efficiently and productively" (The North American Council for Online Learning and the Partnership for 21st Century Skills, 2006).  I don't disagree with either of these statements, but the article never explains how students would be held accountable, how they develop time management, or how they would learn the important life lessons that students get in a physical classroom.  One of the positive sides that I see with online schools is that parents would have to play an active role in holding their child accountable and in teaching life lessons, which I don't always see happening in today's classroom.


Overall, The Partnership for 21st Century Skills has a great website with good organization and quality resources for parents, educators, administrators, and community leadership.  I would recommend the site to anyone seeking a better understanding of 21st century skills and their impact in today's society.

Resources:


Bates, R., & Phelan, K. (2002). Characteristics of a globally competitive workforce. Advances in 

Developing Human Resources, 4(2), 121.

The North American Council for Online Learning and the Partnership for 21st Century Skills. (2006). Virtual schools and 21st century skills. Retrieved from http://www.p21.org/storage/documents/VSand21stCenturySkillsFINALPaper.pdf 

The Partnership for 21st Century Skills. (2011). The partnership for 21st century skills [Website]. Retrieved from http://www.p21.org

Blog Introduction in a Middle or High School Band

I've often thought of how I can integrate technology into my band classes. Frequently I run into issues of cost and practical application. Cost is obvious – some things are just too expensive to purchase them for the band to use. Practicality is an issue for other reasons. Having classes of 30 or more students makes it difficult to do some computer-based projects, and, when combined with the pressures of a performance schedule, it is hard to commit more than a couple of days (at a time) to a project. However, a Weblog, or 'blog,' may be just what I need to get students thinking about the practice of music, and using technology, within my time, size, and cost restraints.

Since some great blog sites are free, like this one, cost is not a problem.  Blogs also lend themselves to collaboration, so students in my larger classes can work in small groups to do posts.  Additionally, blogs can be accessed from any computer with an Internet connection, so students can work on their posts at home, while those who don't have Internet connections can have first priority on the school's computers.
As an introduction to to blogging, I think I will begin with one of Will Richardson's scaffolding suggestions.  In the book, Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, Will writes, "to start, we could provide, or ask students to find, interesting and relevant sites of information and teach them how to write about what they find useful at those sites" (Richardson, 2010).  I would have students seek out websites and blog posts that offer suggestions for playing or maintaining instruments, counting music, writing music, and other sites that could help them become better musicians.  I would then have them write a review of the site, or an article found on the site, including why it was helpful to them and how it could be useful to someone else.  To start, this would probably be a single blog site where I write a prompt and students respond using comments.

Looking into the future, I could see my band classes using a blog, or blogs, to create a clearinghouse for music related questions and suggestions, helpful links, and more.  One idea I have had is to have all of the trumpets work together, each having their own login, on a trumpet blog, where they can ask each other questions, write how-to and help articles, and post links to helpful sites.  Other instrument groups would each have their own blog, with one student serving as an editor.  Of course, I would continue to monitor the content of each site using an RSS aggregator, and have the ability to modify content as needed.

A blog, or blogs, of this type would help students to become better musicians by providing them with helpful suggestions, and by getting them to think about their musicianship.  If a student were having trouble with a fingering on a clarinet, they could check the blog to see if another student has posted a fingering chart, and if not, they could locate one and post it to the blog for others to use.  Younger students could post questions, and older ones could mentor them.  Students wishing to hear how a song from class is supposed to sound might locate a YouTube video and post it to the blog for others to use.  Essentially, students could use the blog to find helpful information, or share helpful information.  I think the best part would be that students would probably begin working to find the information on their own rather than asking me when help is just a click away.


Resources:

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.

Introduction

Welcome to my blog!  My name is Jeremy Connin, I live in Michigan, and I have a wife and two young children, ages 3 and 1.  I expect that this blog will discuss my views on technology in education, possibly related to the fields of math and music.  I look forward to sharing with you in the coming weeks!  Until then, feel free to visit the website that I created and maintain for my school's band program, which I direct: negauneebands.browncowhosting.com