As the semester comes to a close, there is a lot of information (theories, tools, ideas) that can significantly impact the American educational system. In my mind, the key to being productive with this information is being able to sort through it and pick out which pieces can be implemented and provide a positive impact on the learning processes of today's classroom.
While legislators are pushing for more and more standardized testing, research has shown that increasing pencil and paper exams may be a step backwards. With the technology that is available, we are able to provide students with exceptional learning environments that differ greatly from the standard methods that have been in place for quite some time. Require students to construct projects as assessment not only alleviates the monotany of traditional testing, it requires students to learn skills outside the spectrum of the one particular subject area. Likewise, constructivism provides assessments that match the types of skilled labor that may be required of them in the workplace.
One key software category that has grown by leaps and bounds is that of online collaboration. I expect that we will continue to see growth with some focus aimed towards the educational market. Online collaboration provides a great deal of flexibility and authentic interaction to distance education. Students are now able to collaborate in real time with one another whereas several years ago bulletin board posting and text chat rooms were about the only options available. As video becomes more mainstream and software more robust, the interactivity will continue to increase, allowing distance education to become a viable option for an increasing number of subject areas.
Although we speak of a day when the instructor can be "replaced," it is important to realize that as a goal, it is distant. While self-sufficient learning has its advantages (the student sets the pace, instantaneous feedback, etc), we are not ready to do away with the traditional instructor. With this in mind, it is important to focus on instructional tools and how they can bring more to a presentation. We have mentioned streaming video in class and there are various other instructional tools, as well as alternative assessment means, that can transform the traditional classroom into a media rich learning center. When exploring options for classroom teaching, it is important to make certain that the piece of technology being used actually serves a purpose, as opposed to simply present for the sake of using technology.
One example I have run into is a Smartboard. If I simply show a Powerpoint file on a Smartboard and write handwritten notes on the slides, is this an improvement over using an overhead projector? No. However, if I supplement the powerpoint with streaming video and interactive applets, I have used a piece of technology in a way that enriches the students' learning. By coupling this with a constructivist form of assessment or a self-paced interactive practice program, I am increasing attentiveness, participation and retention.
As the semester closes, it is important to be willing to buck the trend of increasing pencil and paper testing and using the theories to increase actual learning in the classroom. Although it requires extended effort to decide on a theory, create the materials needed and grade the assessments that the students have created, the benefit of student-led learning and increased attentiveness will easily outweigh the one-time costs.
Monday, April 28, 2008
Monday, April 14, 2008
Fitzgerald and Teacher Education using Hypermedia
Fitzgerald's article brings up the idea of how technology can improve teacher education and preparation programs. The key issue is how to take the future teacher's learned knowledge of educational theory and relate it to their experience in the classroom. Although the article speaks of using laserdisc players, a technology that has come and passed, there is still a gaping hole that laserdisc (or anything else) has failed to fill. As a recent graduate of a teacher education program (2006), there is still a lack of transitioning tools from the role of student to that of teacher.
From what I have experienced, teacher education programs do a fair job of teaching theories and educational ideals but do poorly at showing how to adapt them into the role of educator, partly because the jobs of a teacher has changed so much in the past twenty years. The only way that successful teachers are bred is with time in the classroom (and passive observation does little).
Technology holds promise for bridging the gap between sitting in an educational methods course and being in front of a classroom teaching. Case Based Reasoning can prove very valuable. There are quite a few common scenarios that young teachers wind up in and commonly mishandle when under the pressure of having to make a split second decision (I still kick myself in the rear on a regular basis when I realize I mishandled a situation 30 minutes after it has happened). With case based reasoning and video, future teachers can see the situation unfold as the teacher does, but instead of having to make a decision with immediate consequences they can study what is happening and discuss what the proper response should be.
We did a little bit of this in my math methods course at UNC Pembroke and although it was brief, it has proved very effective. For example, we used case based reasoning to learn that something as simple as having two trashcans in a room can make the life of a teacher easier. We also talked about how to calm down students who are upset and may become violent. To be able to use video and multimedia for this would help tenfold.
Video capability for teacher education also makes it easier for future teachers to learn how to truly teach and to manage well. With video, it is easy to pause, rewind, select clips nonlinearly, and compare clips, allowing students to see good teaching methods verses average and poor teaching methods. When students observe active teachers in person, there is no guarantee of what will be seen or what will be retained. With video, students get much of the benefit of an observation with a much greater level of control. Most importantly, it can help show the difference between telling, showing, and teaching, which is a tough skill for new teachers to develop.
References: Fitzgerald, G. E., Wilson, B., & Semrau, L. P. (1997). An interactive multimedia program to enhance teacher problem-solving skills based on cognitive flexibility theory: Design and outcomes. Journal of Educational Multimedia and Hypermedia, 6(1), 47-76.
From what I have experienced, teacher education programs do a fair job of teaching theories and educational ideals but do poorly at showing how to adapt them into the role of educator, partly because the jobs of a teacher has changed so much in the past twenty years. The only way that successful teachers are bred is with time in the classroom (and passive observation does little).
Technology holds promise for bridging the gap between sitting in an educational methods course and being in front of a classroom teaching. Case Based Reasoning can prove very valuable. There are quite a few common scenarios that young teachers wind up in and commonly mishandle when under the pressure of having to make a split second decision (I still kick myself in the rear on a regular basis when I realize I mishandled a situation 30 minutes after it has happened). With case based reasoning and video, future teachers can see the situation unfold as the teacher does, but instead of having to make a decision with immediate consequences they can study what is happening and discuss what the proper response should be.
We did a little bit of this in my math methods course at UNC Pembroke and although it was brief, it has proved very effective. For example, we used case based reasoning to learn that something as simple as having two trashcans in a room can make the life of a teacher easier. We also talked about how to calm down students who are upset and may become violent. To be able to use video and multimedia for this would help tenfold.
Video capability for teacher education also makes it easier for future teachers to learn how to truly teach and to manage well. With video, it is easy to pause, rewind, select clips nonlinearly, and compare clips, allowing students to see good teaching methods verses average and poor teaching methods. When students observe active teachers in person, there is no guarantee of what will be seen or what will be retained. With video, students get much of the benefit of an observation with a much greater level of control. Most importantly, it can help show the difference between telling, showing, and teaching, which is a tough skill for new teachers to develop.
References: Fitzgerald, G. E., Wilson, B., & Semrau, L. P. (1997). An interactive multimedia program to enhance teacher problem-solving skills based on cognitive flexibility theory: Design and outcomes. Journal of Educational Multimedia and Hypermedia, 6(1), 47-76.
Tuesday, April 8, 2008
Jonassen and Case Based Reasoning
When Jonassen explains how telling stories can help novice learners gain "experience," what instantly comes to mind is football. My favorite course in college was a coaching football class and case based reasoning was oftentimes used to explain which offensive and defensive sets will prove most effective against a particular opponent's setup.
While CBR has limited use in my math classroom, I am looking forward to using it when I'm done with graduate school and begin coaching. There is quite a bit of time spent in both baseball and football (my two sports of choice) practice going over scenarios, seeing how they play out, and what to do when the situation arises. Baseball in particular uses CBR many times a day during practice. Quite a bit of time is spent in a baseball practice presenting a scenario, looking for the best way to solve it, and then mentally indexing it with other scenarios that are practiced.
What separates good coaches from poor coaches is how they approach CBR cases on the practice field. I was always taught growing up that "you practice like you play and you play like you practice," meaning that in order to play effective baseball you have to practice each scenario at full speed and full effort. Even with this in mind, effective presentation of the case at hand is important, as practices can't replicate the pressure and stress of games.
What is important when teaching these scenarios is to explore the possibilities, how different reactions cause other reactions to occur. This is where the story-telling part comes into play. The scenarios carry a greater relevance when a situation can be pinpointed back to a previous game. From here, the coach can talk about what went right, what went wrong, and can replay the situation and explore what happens if the ball is thrown to a different base, if players are in different spots, etc.
Because stories are easier to recall than basic knowledge, they present a great way of teaching baseball and football strategy. If a game and play is attached to a lesson, it's easier for players to pick the best option presented to them, both during film sessions and on the field in the heat of battle.
References: Jonassen, D. H., & Hernandez-Serrano, J. (2002). Case-based reasoning and instructional design: Using stories to support problem solving. Educational Technology Research and Development, 50(2), 65-77.
While CBR has limited use in my math classroom, I am looking forward to using it when I'm done with graduate school and begin coaching. There is quite a bit of time spent in both baseball and football (my two sports of choice) practice going over scenarios, seeing how they play out, and what to do when the situation arises. Baseball in particular uses CBR many times a day during practice. Quite a bit of time is spent in a baseball practice presenting a scenario, looking for the best way to solve it, and then mentally indexing it with other scenarios that are practiced.
What separates good coaches from poor coaches is how they approach CBR cases on the practice field. I was always taught growing up that "you practice like you play and you play like you practice," meaning that in order to play effective baseball you have to practice each scenario at full speed and full effort. Even with this in mind, effective presentation of the case at hand is important, as practices can't replicate the pressure and stress of games.
What is important when teaching these scenarios is to explore the possibilities, how different reactions cause other reactions to occur. This is where the story-telling part comes into play. The scenarios carry a greater relevance when a situation can be pinpointed back to a previous game. From here, the coach can talk about what went right, what went wrong, and can replay the situation and explore what happens if the ball is thrown to a different base, if players are in different spots, etc.
Because stories are easier to recall than basic knowledge, they present a great way of teaching baseball and football strategy. If a game and play is attached to a lesson, it's easier for players to pick the best option presented to them, both during film sessions and on the field in the heat of battle.
References: Jonassen, D. H., & Hernandez-Serrano, J. (2002). Case-based reasoning and instructional design: Using stories to support problem solving. Educational Technology Research and Development, 50(2), 65-77.
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