Module 6 Post 2 ~ Blog Responses

I responded to Kristen @ http://ktemplesedu7105.blogspot.com and Margaret @ http://msmneal.wordpress.com for this module.

Module 6 Post 1 ~ Joshua Sherman

Learning in a Digital World

I have had many educational experiences in numerous learning environments. My personal philosophy of learning is that learning is both an individual endeavor and a team sport. Learning is an individual endeavor, as it requires personal motivation and effort to learn. It is a team sport in that much can be learned from and with others. Learning from and with others can occur in both formal (classroom environments) and informal (learning how to fish with your father) environments. Lev Vygotsky’s theory on the zone of proximal development supports learning with graduated assistance. In a classroom setting scaffolding may take place in the form teacher led graphic organizer development to aid in student writing. As the students become more skilled in their writing the teacher can scale back how much he/she aids student development of graphic organizers. In informal situations, using the fishing example, I helped my children bait, cast, and reel in their fishing lines when they were learning how to fish. As they became more proficient at the skills necessary to fish I began taking away the guided support.

I think that in teaching and learning it is critical for students to have a support structure so that they may develop the skills necessary to become life-long learners. One key support structure for learning is a central meeting place where information can be gathered, discussed, generated, presented etc.. The beauty of technology is that this central meeting place does not require a brick and mortar building. Students from all corners of the glob can gather with a computer and an Internet connection. I find that most things in learning are negotiable. To me non-negotiable means rigidity. A rigid philosophy of learning has kept the industrial model of education entrenched in our schools when clearly the realities of the 21^st-Century demand a more free-thinking and creative student who can work with others collaboratively to resolve complex problems.

Module 5: Post # 2 ~ Blog Responses

This module I have responded to Aderonke @ http://baedutech.com and Jeriann @ http://jeriannking.blogspot.com

Module 5: Post # 1 ~ Joshua Sherman

New Technologies

Four years ago my school district made a wholesale change from a network based grading system to a web-based program (MIG/SIRS). Although a majority of our teachers embraced this change, there was a stout minority who resisted the change. Given past experiences with integrating technology into the classroom I was selected to go through a train the trainer program on our new grading system. Several colleagues and I were then charged with training district teaching staff on the use of MIG/SIRS. Resistance to integrating MIG/SIRS came primarily from veteran teachers whom had been recording and calculating grades by hand or by the use of a network based spreadsheet program for years. During trainings those resistant to change exhibited behaviors of ambivalence, frustration, and confusion. Upon launching MIG/SIRS district wide, there were pockets of teachers who refused to use the program until administrative pressures required their usage.

I have worked individually with several resistant users over the past four years. Considering Keller’s ARCS I would focus on relevance, confidence, and satisfaction to motivate those teachers in the future. “To be motivated, learners must first recognize that given instruction has personal utility” (Driscoll, 2005, p. 335). Showing teachers, who are increasingly strapped for time in the classroom, how MIG/SIRS can speed up the process and reliability of recording grades will provide relevance. One of the main causes of resistance to integration of MIG/SIRS was an overall lack of confidence in working with the program. More professional development time with the program in the future will “provide success opportunities” (Driscoll, 2005, p. 336). I would also look to generate satisfying experiences in using the program. “Opportunities to use newly acquired skills or knowledge in meaningful ways allow for natural consequences of learning” (Driscoll, 2005, p. 337). When asked for help I tend to take a hands-off approach and walk colleagues through the task they are struggling with verbally. This allows them to manipulate the program, work through the problem, and arrive at a satisfying resolution.

Reference

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.

Module 4: Post # 2 Blog Responses

This week I posted to Jeriann at http://jerianking.blogspot.com as well as Candice at http://crjoneswaldenu.blogspot.com.

Module 4: Post #1 - Joshua Sherman

My Connections

My network, specifically my connection to my network has changed the way that I learn. When it comes to projects in learning I have tended to be a loner preferring to work alone as opposed to within groups. Connectivity through tools such as email, Skype, and Googledocs, however, makes learning within a group manageable as learning and sharing can take place anytime and anywhere an in Internet connection is available. The network that I interact within provides a market place for ideas as well as a sounding board for questions and concerns. For example, the TIE Net group that I belong to is semi-formal organization of local (South-Central Pennsylvania) technology integration coaches. I rely on this organization to gather ideas from colleagues and test ideas that I have regarding technology integration within my classroom.

I utilize a multitude of Web 2.0 tools to facilitate learning. I am particularly partial to Skype and ooVoo for web chat and video chat. I routinely connect with fellow teachers who work to integrate technology in a K-12 environment. I also find Googledocs to be very helpful in collaborating on various documents with colleagues both within and outside of my school district.

When I have questions I routinely reach out to colleagues that I know have a working knowledge in the area that I have an inquiry. I will reach out to colleagues within and outside of my building through email (one-to one as well as listservs) as well as through Skype. I also like to review various technology blogs and wikis that have been created for technology integration. An example of a wiki that I visit often is http://web20guru.wikispaces.com/Home . This wiki was created by Cheryl Capozzoli, a technology integration specialist for the Capital Area Intermediate Unit here in Pennsylvania.

Module 3: Post #2 Blog Responses

In Module 3 I have responded to Candice @ http://crjoneswaldenu.blogspot.com as well as Aimee @ http://cothran7105.blogspot.com

~Joshua Sherman

Module 3: Post #1 Joshua Sherman

Rheingold (2008) tells us that collective action (collaboration) has enabled much in the way of progress and major historical events. Collective action enabled by the literacy of the printing press, for example, fostered the protestant reformation and the birth of constitutional democracies (Rheingold, 2008). I do believe, as Rheingold (2008) believes, that humans have a basic instinct to “interact and work as a group”. I see the desire to work collectively in small groups or learning communities regularly from my own students. The American Civics course that I teach is set up as a project based learning course. Students complete four major projects throughout the semester course. Two projects are group based and two are individual based. During the end of course evaluations students routinely comment as to preferring group projects to individual projects.

21^st-century technology will certainly continue to facilitate collaboration among learners. Rheingold (2008) believes that open source or peer-to-peer software will serve as the new economic form of the 21^st-century. There are various pieces of 21^st-century technology that can facilitate collaboration among learners as well. Prior to the onset of web chat/conferencing, collaborative student work was limited to the confines of the classroom for students who were not mobile (able to get together with classmates outside of the classroom). Web chat/conferencing software such as Skype and ooVoo allow students to collaborate on schoolwork outside of the classroom.

Teacher learning and collaboration in innovative teams, a mixed methods study conducted by Meirinka, Imants, Meijer, and Verloop (2010), is an example of current research on the topic of collaboration and learning. This study investigates how specific characteristics of collaboration in teams relate to teacher learning.

References

Meirinka, J. A., Imants, J., Meijer, P. C., & Verloop, N. (2010). Teacher learning and collaboration in innovative teams. Cambridge Journal of Education 40(2), 161-181. Doi: 10.1080/0305764x.2010.481256.

Rheingold, H. (2008, February). Howard Rheingold on Collaboration (video file). Retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html .

Module 2 Post # 2 Blog Responses

I have posted responses to Candice @ http://crjoneswaldenu.blogspot.com as well as to Aimee @ http://cothran7105.blogspot.com.

Module 2 Post #1 Joshua Sherman

The blog by Bill Kerr chronicling a conversation between Kerr, Stephen Downes, and Karl Kapp is a fascinating look at varying positions on learning theory. Kerr makes a great point when discussing the importance of _isms in educational thought and reform. "Because how else could we have change without a theory to justify it and help us think about it" ~ Bill Kerr: isms as a filter not a blinker. The study of learning theory as a mechanism to foster thinking about educational practice and reform, in my mind, makes learning theory relevant to a classroom teacher. As classroom teachers we are all in pursuit of creating an environment that best suits the individual needs of our learners. The study of learning theory provides insight into the complex process of learning. To an educational change agent then learning theory and the study of _isms provides the justification for educational reform movements.

Reading through the conversation between Kerr, Downes, and Kapp it is apparent that influential thinkers in the field of learning theory have definite positions and favorite _isms. I think it is important to glean pieces from multiple learning theories to gather a more complete picture. Learning is a complex process that is not likely to be defined by one theory or _ism. "It seems to me that each _ism is offering something useful without any of them being complete or stand alone in their own right" ~Bill Kerr: isms as a filter not a blinker. Karl Kapp echoes this thought; "We need to take pieces from each school of thought and apply it effectively because... Cognitivism doesn't explain 100% how humans process information and neither does Constructivism or Behaviorism. What we need to do is take the best from each philosophy and use it wisely to create solid educational experiences for our learners" ~ Out and About: Discussion on Educational Schools of Thought.

Module 1 Post # 2 Blog Responses Joshua Sherman

In module 1 I have responded to Aderonke Bello http://baedutech.blogspot.com as well as to Candice Jones http://crjoneswaldenu.blogspot.com.

Joshua Sherman

Module 1 Post #1 Joshua Sherman

I am a firm believer that people learn best within their particular skill set. One way in which students can understand how they learn best is by completing a multiple intelligences inventory. I routinely have my students complete a multiple intelligences inventory so they will be aware of their particular learning style. I do believe it is healthy for the growth of a learner to engage in tasks outside of their learning style to challenge and “stretch” their brains. Learning theory in educational technology provides a blueprint for successful integration and application of 21^st-Century technologies in an academic setting. For example, one would study the work of Skinner to generate methods of inducing appropriate behaviors in students through the use of educational technology.

Driscoll (2005) tells us that three basic components are necessary to build a learning theory: results, means, and inputs (p.9). Results are “Changes in performance to be explained by theory” (Driscoll, 2005, p. 9). Means are “the processes by which the results are “the processes by which the results are brought about” (Driscoll, 2005, p. 9). Finally inputs are “what triggers the processes to occur” (Driscoll, 2005, p 9). Siemens goes on to describe five questions that structure and organize learning theory. I found the writings of Driscoll (2005) and Siemens (2008) to be thorough and helpful in describing learning theory. I tend to be a visual learner; therefore I found the tables within both readings to be particularly helpful. Table 1 in Siemens’ (2008) article was very helpful in relating Ertmer’s and Newby’s five definitive question to different learning theories.

Siemens (2008) describes four metaphorical roles of educators teaching in a digital classroom: Master Artist, Network Administrator, Concierge, and curator. Each of the metaphors describes a particular role that teachers will need to take on to teach in a digital classroom. As I read over these four metaphors it became apparent to me one is not greater than another. In fact I believe that successful teachers in a digital classroom will likely be a blend of all four. I do believe that in my classroom, where the curriculum is fully integrated with 21^st-Century educational technology, I take on the role of curator most often. I maintain my status of advanced knowledge expert while encouraging learner autonomy and exploration (Siemens, 2008, p. 17).

References

Drisoll, M. P. (2005). Psychology of learning for instruction (3^rd ed.). Boston, MA: Pearson Education.

Siemens, G. (2008, January 27). Learning and knowing networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf .