I decided to wrap up my thoughts on what I have learned in this book and in class, much like the final chapter of Bransford's book. I think the process of teaching and learning in a successful way parallels another model that I learned in my undergrad business classes, the software development cycle. The idea of this being a cycle is something important to grasp. Just when you think you have solved current issues or problems, it is basically time to go back to the drawing board in order to repeat the process. These are the five pieces to the software development cycle with and educational spin:
Define - It is important to define and assess your needs. From a teaching and learning perspective, this is where learning goals are defined and established. Teachers enter the classroom with an objective and goal to transfer knowledge to learners.
Design - Requirements and standards defined by teachers, school, community and government drive the design process. The learning environment is created with the appropriate tools and concepts needed to meet the goals. This phase compiles the tools and practices into a logical fashion that facilitates effective and efficient learning.
Deploy - Teachers and learners engage in the learning process and follow the plan designed in the previous phase.
Evaluate - This is the research portion of the process that Bransford defines in the last chapter. The research and evaluation that is done after the deployment of new teaching concepts and ideas is important on many levels. It identifies successful factors as well as flaws. Research also reaffirms the theories used to implement the tools and concepts implemented in the classroom. All of the information gathered from this stage is often the financial basis for moving forward and implementing ideas on larger scales.
Refine - Although this was not explicitly addressed in How People Learn, refining the entire process involves the ongoing analysis that brings us back to the defining stage of the process. There are multiple layers of knowledge and learning throughout this whole cycle and all aspects have the potential to be improved. Some changes can be minor tweaks or changes, and others can be more involve like an emerging technology that was previously unavailable. The research and evaluation done in the previous stage of the cycle helps to identify strengths and weaknesses of the current environment. The loose ends can be tied up to pull the entire process together, then back to the drawing board to tackle the bigger questions and issues.
Unlike software development, the process of teaching and learning impacts student learning and so this process should be handled with the strictest care. Teachers often have only one chance to make a lasting impression on learners.
Thursday, November 19, 2009
Thursday, November 12, 2009
Post blog entry #9 in reaction to "Technology to Support Learning"
A few weeks ago, I asked my brother to assist me with a project I've had on my mind for a few months. I wanted to create a two sided piece of furniture that consisted of a bookshelf and TV stand. As much as I tried to describe it, the concept was clearly too confusing for me to explain. I'm not artistically inclined, and I do not have much experience in software like Autocad or some other 3D graphics software. Fortunately for me, Google came out with a very simple piece of free software called Sketchup. It was a simple way for me to use technology to get my concept across, without having to invest a lot of time learning my away around the software. I've posted pictures of my sketch as well as the (almost) complete product, to show how my vision has become reality.
So how does my experience relate to how technology supports learning?
Products like Google Sketchup can be great learning tools that teachers can use to their advantage. Much like this week's chapter suggests, technology such as Sketchup can be an extension of human capability, with a benefit of only a small learning curve. Integrating technology into the classroom can benefit both teachers and learners in many ways. Tools such as the Internet provide access to vast amounts of information. Communication tools eliminate global distances, and tools like Sketchup can build on the content being taught in class. All of these tools also provide additional learning methods to help the learner gather knowledge. The knowledge that students get from such tools, can often be transferred toward life skills and tasks, just like my experience.
I think it is important to note that although technology has the potential to be a great learning tool, the teacher must invest the time to learn the tool and extract the pedagogical content prior to its use in the classroom. As I discussed in a previous blog of mine, tools like this may be very appealing to teachers. That does not mean that they should introduce students to it without a plan or expectation of what knowledge will be gained while using the technology. Properly implementing technology as a tool in the classroom takes careful consideration and analysis. In the case of Google Sketchup, this product could be a useful tool for acquiring early concepts in architecture and engineering classes. Using technology is almost inevitable in such fields, but some of the more complex tools can be confusing road blocks for students during the early stages of learning. Simpler tools can be used as stepping stones to build the learner up to a point where they have acquired the knowledge they need to progress to a more complex development of concepts. Technology is here to stay, and it has become an integral part of everyday life for most people. It is up to teachers to prepare their students and use these tools to their advantage.
So how does my experience relate to how technology supports learning?
Products like Google Sketchup can be great learning tools that teachers can use to their advantage. Much like this week's chapter suggests, technology such as Sketchup can be an extension of human capability, with a benefit of only a small learning curve. Integrating technology into the classroom can benefit both teachers and learners in many ways. Tools such as the Internet provide access to vast amounts of information. Communication tools eliminate global distances, and tools like Sketchup can build on the content being taught in class. All of these tools also provide additional learning methods to help the learner gather knowledge. The knowledge that students get from such tools, can often be transferred toward life skills and tasks, just like my experience.
I think it is important to note that although technology has the potential to be a great learning tool, the teacher must invest the time to learn the tool and extract the pedagogical content prior to its use in the classroom. As I discussed in a previous blog of mine, tools like this may be very appealing to teachers. That does not mean that they should introduce students to it without a plan or expectation of what knowledge will be gained while using the technology. Properly implementing technology as a tool in the classroom takes careful consideration and analysis. In the case of Google Sketchup, this product could be a useful tool for acquiring early concepts in architecture and engineering classes. Using technology is almost inevitable in such fields, but some of the more complex tools can be confusing road blocks for students during the early stages of learning. Simpler tools can be used as stepping stones to build the learner up to a point where they have acquired the knowledge they need to progress to a more complex development of concepts. Technology is here to stay, and it has become an integral part of everyday life for most people. It is up to teachers to prepare their students and use these tools to their advantage.
Thursday, November 5, 2009
Post blog entry #8 in reaction to "Teacher Learning"
Practice what you teach?
Much like Bransford, I found it quite ironic that teachers have such a tough time trying to find the time and resources they need to expand their own knowledge and learn new things. Teacher learning is clearly important and builds upon everything we have been learning so far. During one of our classes, I recall a discussion about what teachers do all summer. Someone commented that summer time is spent attending workshops, training session, etc to get ready for the next year. Is this really the best approach for teachers to be learning? I see a couple holes in this scenario. The first is that you only have one chance to make an impact on a student. Does it really help to learn about something that would have helped a student from last year? The timing of it all really doesn't make much sense to me. The second hole is that there is typically no requirement to attend such things during the summers. Only those motivated by some factor, such as additional pay, attend such sessions. What about those teachers that don't take this opportunity to grow, and more importantly, what effect does this have on their students?
I wonder if changing the school year layout, by extending school to be year round, would impact this issue in a beneficial way. While this may seem counter intuitive, and result in teachers having less time to learn and grow, I think the exact opposite would happen. The additional time throughout the year would allow teachers to grow and expand their knowledge as well as their students. Currently, most teachers are forced to maintain a very structured course outline with little leeway to stray from the path. There are 180 days to get from point A to point B. There is little to no time in between for teachers to spend completing training and helping them to get from one step to the next. Teachers are also obligated make sure each student is excelling to the best of their ability. It seems as if there are a lot of expectations placed on teachers with few options to accomplish the tasks at hand.
Perhaps if the 180 day year was spaced more evenly through the year, the course outline could be a bit more dynamic. The shorter spaces of time available throughout the year could give the teachers the opportunity to take the issues they are identifying with current students, and attend training directed toward those issues. Once they are equipped with the tools they need, teachers could make adjustments to the course outline to facilitate learning in a more effective way. With more opportunity to attend these training sessions, I think it would also be beneficial to require teachers to attend or take part in a certain percentage of training sessions made available each year. By implementing these changes, it would hopefully have a positive effect on teaching and learning.
Much like Bransford, I found it quite ironic that teachers have such a tough time trying to find the time and resources they need to expand their own knowledge and learn new things. Teacher learning is clearly important and builds upon everything we have been learning so far. During one of our classes, I recall a discussion about what teachers do all summer. Someone commented that summer time is spent attending workshops, training session, etc to get ready for the next year. Is this really the best approach for teachers to be learning? I see a couple holes in this scenario. The first is that you only have one chance to make an impact on a student. Does it really help to learn about something that would have helped a student from last year? The timing of it all really doesn't make much sense to me. The second hole is that there is typically no requirement to attend such things during the summers. Only those motivated by some factor, such as additional pay, attend such sessions. What about those teachers that don't take this opportunity to grow, and more importantly, what effect does this have on their students?
I wonder if changing the school year layout, by extending school to be year round, would impact this issue in a beneficial way. While this may seem counter intuitive, and result in teachers having less time to learn and grow, I think the exact opposite would happen. The additional time throughout the year would allow teachers to grow and expand their knowledge as well as their students. Currently, most teachers are forced to maintain a very structured course outline with little leeway to stray from the path. There are 180 days to get from point A to point B. There is little to no time in between for teachers to spend completing training and helping them to get from one step to the next. Teachers are also obligated make sure each student is excelling to the best of their ability. It seems as if there are a lot of expectations placed on teachers with few options to accomplish the tasks at hand.
Perhaps if the 180 day year was spaced more evenly through the year, the course outline could be a bit more dynamic. The shorter spaces of time available throughout the year could give the teachers the opportunity to take the issues they are identifying with current students, and attend training directed toward those issues. Once they are equipped with the tools they need, teachers could make adjustments to the course outline to facilitate learning in a more effective way. With more opportunity to attend these training sessions, I think it would also be beneficial to require teachers to attend or take part in a certain percentage of training sessions made available each year. By implementing these changes, it would hopefully have a positive effect on teaching and learning.
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