Application Demonstration Project KAM III

Application Demonstration Project

KAM IIIEDUC 8335-Professional Practice,

Social Systems, and Educational TechnologyLisa J. WestmorelandStudent ID #0064936

[email protected] Program: PhD in Education

Specialization: Educational Technology KAM Assessor: [email protected]

Application Objectives

Objectives for the Application Project

Objective 1: The educator arranges an outline of a

constructivist school system at the elementary

level based on Web 2.0 tools or technology tools.

Objective 2: The educator presents an analysis of

constructivist pedagogical activities

and evaluation of effective teaching

technologies.

What is

Constructivism ?

Do you Teach or Do you Educate?

Do you teach or do you educate? [Video]. (2006). Retrieved May 15, 2009, from http://www.youtube.com/watch?v=W0fJKvdjQgs

Do you Teach or Do you Educate?Video Reflection

After watching the video think of some of the most enduring lessons in your life and ask

yourself the following questions:How did you learn that lesson?

Was it done in isolation or through the guidance or influence of other people?

Who were they and what made them best able to teach that lesson to you?

Teacher’s Role in a

Constructivist Learning Environment

The teacher’s role is to act primarily as a facilitator of

learning.

Student’s Role in a Constructivist Learning Environment

The learner encouraged to engage in dialogue with other students.

The learner transfers learned information and applies it towards real life situations.

The 21st Century Learner


The 21st century learner needs advanced enhanced skills, knowledge, and positive attitude

to prepare them for a lifetime of learning, change, and transition.


Technology Literate

Critical Thinker

Collaboration

Creativity

Communicator

Problem Solver

LearnerCharacteristics

http://www.digitalkidsworld.com/digital_kids/dkw-PZ-21stlearn.html

Web 2.0 Tools

The learning tools for the 21st Century

Learner

Web 2.0 Learner Video Clip

Chamberlain, Dave (2008). 21st Century Learner {Video}? Retrieved May 23, 2009, from http://www.youtube.com/watch?v=ue1FeMBfKec

Web 2.0 Tools for Educators

• Blogs• Podcasting• Whiteboard• Wiki• Google Earth• Teacher Tube• iChat

• WordPress• Google Presentations • Schoopy • Skype • iGoogle • Rubistar • Bubbleshare

What would a

Constructivist Elementary

School System look like in

your community using

Web 2.0 tools?

Constructivist School System

The constructivist school system presentation will outline school practices and expectations that

will enable the school district to function effectively providing every learner with a valuable

education.


Mission Statement The constructivist school system prepares every student

to become lifelong learners. The school system provides a student centered curriculum that fosters intellectual

development, technological fluency, and leadership skills of every student.


Vision Statement The constructivist school system utilizes constructivist principles empowering students, parents, and educators in the global community to fulfill their potential through

autonomy, wonder, and discovery.


School Motto Challenging students to acquire knowledge

through interactions with educators, parents, community members, and peers.


School Hours

8:50am-3:20pm Elementary School


Student Expectations 1. Student takes ownership of acquiring knowledge through

active participation. 2. Students work collaboratively in small groups to master

instructional tasks. 3. Students apply knowledge in diverse and meaningful contexts which allow them to ask, predict, interpret and explain

various topics. 4. The student has opportunities to engage in complex,

meaningful, problem-based projects.

5. Students work through computer-based activities at their own pace.


Teacher Expectations1. The educator integrates technology using constructivist principles.

2. The educator utilizes thematic teaching.

3. The educator engages in collaborative planning.

4. The educator teaches multiage students.

5. The educator monitors every child’s progress and adjust the curriculum to each individual learner, so each child is working at his or her own level.


Parent Expectations1. Every parent must volunteer a total of 50 hours per school year. The parent fulfills this requirement through the following activities:

participation in school events, chaperones for field trips, and room parent.

3. Parents provide tutoring assistance in reading and math through morning and afternoon school sessions.

4. Schedule and attend parent/teacher conferences at the end of each grading period. The school year has 4 nine week grading periods.

5. Parents volunteer to serve on school committees during the school year.

CurriculumThe constructivist curriculum allows

students to make choices about their education. Students are

naturally motivated to learn and have the ability to direct and demonstrate their individual

interests through constructivist centered activities.

An Example of a Daily Schedule8:50 am- 9:15 am Transition to School9:15am -9:45am Language Word Study & Calendar Math9:45 am -10:00 am Handwriting Without

Tears10:00 am-11:00 am Literacy Centers &

Guided ReadingGroups/Snack11:00 am -11:30 am Recess11:30 am -12:00 am Lunch12:00 noon -12:50 pm Math Investigations12:45 am -1:30 pm Social Studies/Science 2:15-2:50 Learning Centers2:50-3:30 Technology/Computer Lab3:35-3:50 Clean up / Dismissal Clean up /

Dismissal



Curriculum1. Learning should be fun, interactive, and meaningful.

2. The curriculum will support the needs of individual

learners.

3. Students engage in depth learning experiences leading

towards meaningful and lasting learning.

4. A holistic approach to gaining knowledge that

integrates subjective and objective experiences and

learning in all subjects is more effective than teaching

information in isolation.

5. Students given learning opportunities to explore,

verbalize, think, create, and discover answers within the

school day.

Curriculum6. Students need the opportunity to both succeed and

fail, take risks, and learn from their own mistakes.

7. Students are taught in clusters with two grades

because separating students by age and grade doesn’t

serve the child best because age levels are arbitrary.

8. Classroom activities that are structured so that

computers encourage collaboration based upon the

learners desire to communicate and share their

understanding.

9. Students in technology supported classrooms are

armed with powerful tools to help them gather

information, consult with others, and present their

findings.

http://www.sedl.org/pubs/tec26/cnc.html


Instructional Practices

Traditional versus

21st Century Instructional

Practices

Traditional Instructional Practices

• Teacher-centered instruction • Single-sense stimulation • Isolated work• Information delivery • Passive learning • Factual, knowledge-based learning • Reactive response • Isolated, artificial context

New Learning Instructional Practices

• Student-centered learning• Multi-sense stimulation• Collaborative work• Information exchange • Active/exploratory/inquiry-based learning• Critical thinking and informed• Authentic, real-world context

Content Specific Learning Software

• Reading software such as Accelerated Reader and Success maker

• Concept mapping such as Inspiration and Kids Inspiration

• Graphics software such as Photoshop

• Reference software such as Encyclopedia Britannica

• Tutorials and drill and practice software

• Data management tools word processing such as Microsoft Word

• Spreadsheets such as Microsoft Excel

• Databases such as Access

• Presentation software such as PowerPoint Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene,

OR: ISTE.

Emerging Technology –Web 2.0 ToolsInstructional Practices

• Podcast• Blogging• Wikis• Real Simple Syndication (RSS)

• Weblog

• Electronic Whiteboards

• LCD Projectors

• Virtual labs instructional tools using free sites/applets on the internet.

• SMART Boards Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene,

OR: ISTE.

Introductory Video on using Web 2.0 tools

in the classroom

Web 2.0 Guide for the Classroom

Web 2.0 guide for the classroom [Video]. (2008). Retrieved May 16, 2009, from

http://www.youtube.com/watch?v=Gq6M14nDAi8&NR=1

Computer Objectives and

Standards

Computer-related Objectives and Standards

Authors Anderson and Krathwohl, (2001) revised

Bloom’s taxonomy helping educational

technologists and teachers write and revise

learning objectives geared towards technology. Anderson, L. W., & Krathwohl, D. R. (Eds.).(2001). A taxonomy for learning, teaching and assessing: A revision of

Bloom's Taxonomy of educational objectives. New York: Longman.

Computer-related Objectives and Standards

1. Remembering

recognize, list, describe, retrieve, and name

2. Understanding

interpret, exemplify, summarize, infer,

and paraphrase

3. Applying

Implement and carry out

4. Analyzing

compare, attribute, organize, and deconstruct

5. Evaluating

check, critique, judge, and hypothesize

6. Creating

design, construct, plan, and produce

Examples of Computer-related Objectives and Standards in the classroom

1. The lowest level of this taxonomy involves using computers to simply store or display material for students use. The students learning role is passive.

2. The highest taxonomic level represents students actively synthesizing material and utilizing technology in order to construct projects such as hypermedia presentations (Bailey, 2002).

3. Facilitation of cognitive processes for individual students and student collaboration are in the following stages: allow for the storage or display of information, foster the exploration of materials and ideas, enable the application of understanding, organize the materials or ideas needed to foster analysis, support the evaluation and problem-solving, and facilitate the constructing or designing of projects (Bailey, 2002).

The Five Es Instructional

Model

Constructivism Lesson Model

The Five Es Instructional Model

When making decisions concerning instruction, teachers

must determine the prior knowledge of their students. The

goal of instruction is to build upon what students already

know and to allow them to gain a deeper understanding of

reality. Several instructional models for constructivism

exist. One such model was developed by Roger Bybee of

The Biological Science Curriculum Study. This model is

best known as the "Five Es".

The Five Es Instructional Model

• Engage: This stage provides the opportunity for the teachers to discover what students know or what they think they know.

• Explore: This stage provides a common set of experiences as well as a broad range of experiences. This stage allows students to compare what they think about with what they are actually observing.

• Explain: This stage provides opportunities for students to connect their previous experiences and to begin to make conceptual sense of the main ideas within the unit of study.

• Elaborate: In this stage students apply or extend the concepts in new situations and relate their previous experiences to new ones.

• Evaluate: Evaluation of students' conceptual understanding and ability to use skills begins at the Engage stage and continues

throughout the model. http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLesson.html

Example of a 5 E Model Science Lesson

• Indicator: Observe and describe the process of erosion, transportation, and deposition of the earth’s land surface using natural phenomena and models.

• Objective: Students will observe and describe the processes of erosion, transportation, and deposition by creating a physical model.

• Materials

• paint tray (the kind used for a paint roller)

• pieces of sod (enough for each group)

• potting soil

• heavy clay like soil

• Rainmaker (paper cup with about ten tiny holes poked in the bottom)

• Water

http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLesson.html


• Engagement Take students on a walk outside the school building and ask them to note where the soil is worn away or seems to have collected. Before going on the walk you may want the children to explain what they will look for or what are

the signs that soil has worn away or built up?

( Suggested answers may include: erosion - puddles, hollowed out areas, areas that dip or are lower that the surrounding area; deposition - mounds of dirt,

collection of soil or other materials in a certain spot, etc.)

Upon returning to the classroom make a list of the sites where soil was worn away or collected.



• Exploration • Construct a model to investigate how these changes may have occurred.

Provide materials so the students can construct their own model of a landscape. It should include a piece of sod, fine potting soil, and a heavy clay like soil. Have them use a paint roller tray as the base of the landscape. Do not put any landscape materials in the bottom well; it should remain empty. Once students have constructed their models have them diagram and label their models and make a prediction as to what will happen if it "rains" on their landscape.



• Exploration • One student pours a cup of water all at once into the rainmaker. Hold

the rainmaker about 4 inches above the upper end of the landscape and slowly move it back and forth so the water "rains" down on the model landscape. Observe what happens to the landscape. When it is finished raining have the students observe the final effects of the rain on their landscape. Have students go back to their predictions and record what actually happened.



• Explanation • Tell me what some of your prediction were before it rained on your

landscape. ( Record on white board.) • What actually happened to your landscape when it rained on it?

(record so you can make comparisons.) • How is your landscape different after the rain than before it rained on

it? • What happened to the soil? Where did it go? Why did this happen?



• Explanation • Relate their observations to the processes scientists observe over an extended period

of time. Use student models to identify and label erosion and deposition. Have students work to create definitions for these terms. When you are sure students have a real understanding of the terms, formulate a final definition and post on board or chart in the classroom for future reference. Demonstrate the process of transportation and lead students to understand that it is the movement of soil particles from one place to another. Refer to the list generated during the engagement and have students make connections; they should use the new terms to discuss and explain what they saw. Help them to understand that they just used water to simulate erosion, transportation, and deposition, but it can also be caused by wind, people, animals, etc.



• Extensions 1. Using the same paint roller tray as the base for their landscape, have the

groups of students plan a method to decrease or eliminate erosion. Students should draw a diagram of the model planned and label the materials used in their landscape. They should write a short explanation explaining why they

think this will work to curb erosion. 2. Have students use a variety of resources and references to research various landmarks that are the result of these processes (e.g. Grand Canyon, Mississippi River Banks, etc.). You can then lead a class discussion on the topic: Erosion and Deposition - Help

or Hindrance?



• Evaluation • 1. Have photographs representing each process and have students

identify and explain why they identified it as such. • 2. Have students take a walk in their own neighborhood tonight to

find examples of each process. They should draw and write one sentence telling what they observed.

• 3. Have students write their own definition and list an example for each process in their science journals.


Constructivist Lesson Plans

using Technology Practices

The Role of the teacher =

facilitator rather than explainer

Lesson Plans using ISTE standards

ISTE National Educational Technology Standards for Teachers• I. Technology operations and concepts Teachers demonstrate a sound

understanding of technology operations and concepts.• II. Planning and designing learning environments and experiences Teachers plan

and design effective learning environments and experiences supported by technology.• III. Teaching, learning, and the curriculum Teachers implement curriculum plans

that include methods and strategies for applying technology to maximize student learning.

• IV. Assessment and evaluation Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.

• V. Productivity and professional practice Teachers use technology to enhance their productivity and professional practices.

• VI. Social, ethical, legal, and human issues Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK–12 schools and apply that understanding in practice.

http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

Lesson Plan #1 using ISTE standards

Lesson Title: Equal Amounts Curriculum Area: Math

First grade/Teacher Name: Lisa J. Westmoreland

School Name: Mason

PURPOSE: The students will find different ways to show the same amount of money.

PREPARATION: The teacher will obtain an overhead projector, overhead coins,

overhead markers, and plastic coins (one set of mixed coins for each student.) The teacher will prepare a Kidspiration activity and save it to the flash drive.

• The teacher will use the flash drive to copy the “Equal Amounts” Kidspiration activity onto each student laptop.

• The teacher will reserve the first grade iBook cart.


PROCEDURE: Explain that different coins can be used to show the same amount of money.

• Use the overhead projector and overhead coins to show 23 cents. Then show how to use different coins to show the same amount.

• Let students come to the projector to show different ways to show a given amount of money.

• Give students plastic coins. Ask the students to show 12 cents. Then ask them to show the same amount using different coins. Repeat the activity using different amounts.

• Use the teacher created Kidspiration activity called “Equal Amounts.” Students drag coins to the boxes to show the amounts in two different ways.

• Ask the students to put their names on their Kidspiration documents, save and print when the activity is completed.


ASSESSMENT: Teacher made Rubric

CriteriaMastered Developing Needs

Improvement

Use different coins to show the same amount of money.

Correctly shows the amount of money two different ways

Correctly shows the amount of money one way

Needs assistance counting coins

Open Kidspiration program.

Opens program with no assistance

Opens program with some assistance

Cannot locate icon and open program

Drag pictures to the correct box.

Drags pictures with no assistance

Drags pictures with teacher assistance

Cannot drag pictures to the boxes

Save and print document.

Saves and prints document independently

Saves and prints with teacher assistance

Teacher saves and prints document

Lesson Plans # 1 using ISTE standards

NETS Standards:

3 - Technology Productivity Tools

• Students use technology tools to enhance learning, increase productivity, and promote creativity.

5 - Technology Research Tools

• Students use technology to locate, evaluate, and collect information from a variety of sources.


Lesson Plans using ISTE standards

Teacher reflective comments:

I have taught this math concept before, but not using the

Kidspiration activity. The students were on task and

completely engaged in the activity. I attribute their

enthusiasm to their high level of interest in using the

laptops.

Lesson Plan # 2 using ISTE standards

• Title - Astronomy Curriculum Area: ScienceThird Grade/Teacher Name: Lisa J. Westmoreland

• School Name: Mason

• Purpose: The goal of the lesson is for students to use the website http://www.enchantedlearning.com/subjects/astronomy to acquire information about the planets in our solar system. They will utilize the information from the website to make a graphic organizer about the attributes of one planet in Kidspiration 2.

• Instructional Objectives: • Students will be able to determine between relevant and irrelevant information.

Students will be able to access http://www.enchantedlearning.com/subjects/astronomy through their favorites. Students will be able to create a graphic organizer in Kidspiration 2, with four facts about one planet.


Background: Prior to this lesson, the classroom teacher should have introduced the solar system unit to the class.

The classroom teacher should have also familiarized the students with the planets. The students have

also been familiarized with the program Kidspiration 2 from prior lessons.

Lesson Activities: To begin this lesson the students will be called by their number to get their laptop from the cart, place

it

on their table spot, turn it on, and then return to the rug facing the Smart Board. While the students are

getting their laptops, the classroom teacher as well as the technology teacher will be going around the

classroom opening up http://www.enchantedlearning.com/subjects/astronomy on one computer and Kidspiration on the one next to it.


While the students are on the rug, the teacher will open up Internet Explorer and click on favorites. In the favorites there will be a link for http://www.enchantedlearning.com/subjects/astronomy . The teacher will click on the link and it will bring up the website. The teacher will go through the website with the students, showing them specifically where to find information about planets. As a class, they will go through the fact sheets from two or three planets determining what information is important. After the class views the fact sheets the teacher will explain the project the class will be doing. At this time the teacher will also inform the class that they will be working with a partner on this project. One student will have their laptop opened to http://www.enchantedlearning.com/subjects/astronomy while the other student has their laptop opened to Kidspiration 2. The teacher will choose the pairs and ask them to go back to their spots and put their hands on their heads. The teacher will now open up the program, Kidspiration 2.


• When all the students have returned to the rug the teacher will ask the students what they have learned about the solar system from their classroom teacher. The teacher will take responses from at least four or five students. If none of the responses talk about the planets, the teacher will ask the students what they have learned about the planets and what the names of the planets are. Next, the teacher will inform the class that they will be exploring a specific planet on the internet using http://www.enchantedlearning.com/subjects/astronomy


NETS Standards:

3 - Technology Productivity Tools

• Students use technology tools to enhance learning, increase productivity, and promote creativity.

5 - Technology Research Tools

• Students use technology to locate, evaluate, and collect information from a variety of sources.



Assessment:The students will be assessed both informally as well as formally. The teacher will observe how the

students follow directions and pay attention to the lesson. The teacher will assess the students' graphic

organizer using a simple rubric

Teacher reflective comments: The beginning of the lesson I reminded the students about the rules when using

a laptop as well as the rules in class. I planned for diverse learning styles. The

students worked in small groups of three students due to the limited number of

computers. Students will be paired up heterogeneously. For example, the

teacher will place a higher level student with a lower level student.

Constructivism Online Resources

On-Line Resources:

For more information about Constructivism and Web 2.0 tools in this presentation

Check out these resources by pointing your browser to these URLs:Computers and Constructivist Inquiry provides information on teaching

with technology.

http://www.ilt.columbia.edu/k12/livetext/readings/techped.html#construct

Constructivism and the Five E's is an instructional model for constructivism

based upon the five E's of Engage, Explore, Explain, Elaborate and Evaluate.

http://www.miamisci.org/ph/lpintro5e.html

Constructivism in Action In Different Classrooms across the United Stateshttp://www.thirteen.org/edonline/concept2class/constructivism/demonstration.html

Constructivism and Technologyhttp://hagar.up.ac.za/catts/learner/ameyer/constructivismandtechnology.htm


• Interactive Frog Dissection is designed for high school biology classrooms and is a wonderful preparation (or substitute, in some cases where a shortage of lab supplies precludes such activities) for actual frog dissection. Through text, photos, audio and video, students can virtually dissect their own frog at their own pace and study the frog’s internal organs. You’ll need Internet Explorer or Netscape 2.0 or higher to run this program.

• URL: http://curry.edschool.Virginia.edu/go/frog/home.html

The Stock Market Game 2000 (SMG) is designed for students in Grades 4 to 12. Teams of 3 to 5 students, monitored by their SMG-trained teacher, invest an imaginary $100,000 in the

American Stock Exchange, New York Stock Exchange, or NASDAQ. Teams build their portfolio of common stock, calculate Price-to-Earning ratios and fees and track their gains and losses.

http://www.smg2000.org


Constructivist School System Wrap Up

Technology is a moving target, meaning it is rapidly changing and ituses in the classroom constantly evolving. The demand for innovative instructional practices reflects the demands of a fast-moving world. Hence, professional development in relation to emerging technology and instructional practices is an on-going process. The following section looks at the implications of this study for the effective

professional development of teachers.

References

• http://www.youtube.com/watch?v=W0fJKvdjQgs

• http://www.digitalkidsworld.com/digital_kids/dkw-PZ-21stlearn.html

• http://www.youtube.com/watch?v=ue1FeMBfKec

• http://www.theteachersguide.com/Edgraphicscolor.html

• http://www.sedl.org/pubs/tec26/cnc.html• http://www.youtube.com/watch?

v=Gq6M14nDAi8&NR=1• http://cte.jhu.edu/techacademy/fellows/

ullrich/webquest/ScienceLesson.html

• http://www.enchantedlearning.com/subjects/astronomy

• http://www.ilt.columbia.edu/k12/livetext/readings/techped.html#construct

• http://www.miamisci.org/ph/lpintro5e.html• http://www.thirteen.org/edonline/

concept2class/constructivism/demonstration.html

• http://hagar.up.ac.za/catts/learner/ameyer/constructivismandtechnology.htm

• http://www.youtube.com/watch?v=ue1FeMBfKec

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Practice, Social Systems, and Educational Technology

KAM 3

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Application Demonstration Project KAM III