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.