Reflection - Is Integrating Technology the Same as Using Technology?

Before taking this class I would never have thought to question what integrating technology in a learning environment truly means. I thought it simply meant educators and/or students having the knowledge and skill to use technological tools -hardware or software- for educational purposes. Teacher can enhance a lesson with an online video or a PowerPoint presentation or have students research on the Internet but now I question if just including technology in a lesson or activity is really integration.

What's integration then? An article on Edutopia explains that effective technology integration is achieved when its use supports curricular goals and the 4 key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. According to the LoTi framework (http://loticonnection.com/lotilevels.html), the teacher who is integrating technology is promoting an inquiry-based model of teaching that involves students applying their learning to the real world. Their students are fully engaged in exploring real-world issues and solving authentic problems using digital tools and resources. Isn't that what constructivism and collaborative learning is all about?
Now I think that in order to truly integrate technology a teacher needs to establish a student-centered learning environment rather than a teacher-directed classroom.

Resources - Elementary Science & Constuctivism

Anyone teaching elementary science and interested in implementing constructivism should check out these resources.

Bergman, D. (2008, June 1). Bug talk: A learning module on insect communication. Science Activities: Classroom Projects and Curriculum Ideas, 45(2), 29-38. Retrieved March 11, 2009 from ERIC database.

Kato, T., & Van Meeteren, B. (2008, June 1). Physical science in constructivist early childhood classrooms. Childhood Education, 84(4), 234. Retrieved March 11, 2009 from ERIC database.

This book, which is available from Webster's library, has information on constructivism,
learner differences, inquiry, assessment, interdisciplinary ideas, and technology in elementary science education.

Martin, D. J. (2000). Elementary science methods: A constructivist approach. Belmont, CA: Wadsworth/Thomson Learning.

Reflection - What does "helping" a classmate really mean?

Collaboration requires students working in groups. As I mentioned before students need guidance and instruction in how to work together. Another facet of working together is helping a group member or classmate learn. Teachers often tell students to ask 3 classmates for help before they come to them or they tell one student to help another. In my experience "helping" usually means "telling the answer" to another student. I've had students tell other students or even their teacher that I wouldn't help them because I didn't just tell them an answer. This same concern was addressed in an article on collaborative inquiry that I read for my chapter. The author reminded the reader that students must understand that "telling an answer" or "doing someone's work" is not helping a classmate learn. The author explains that helping means learning to ask the right question so that the other person grasps the meaning or explaining with an example. This is accomplished by the teacher actively and clearly explaining, demonstrating and developing these understandings. I think a teacher needs to model this constantly, even if a student just wants to know what a word means. The student can be questioned about the sentence the word is in, reminded to use context clues, or the teacher can use the word in another sentence. I love to see the smile on a student's face when I say, "See, you did it!'

Resources - Reading, Writing & Collaborative Learning

These books which provide great ideas on implementing collaborative/inquiry learning in language arts classes are available at Webster's Library -

Dale, H. (1997). C0-Authoring in the classroom: Creating an environment for effective collaboration. Urbana, IL: National Council of Teachers of English.

Short, K.G. & Harste, J.C. (1996). Creating classrooms for authors and inquirers. Portsmouth, NH: Heinemann.

Reflection - working in groups

As I read more and more about learning communities and different types of collaborative learning, a common theme has emerged - Teachers must first instruct students how to work together. I have read articles about group work from preschool through graduate school (online and distance learning) and they all repeat that same theme. It's really made look at the 6th-8th grade classes I work with. Teachers will have students work on an activity or project in groups but then get frustrated. When I think about the cause of their frustration it usually goes back to the fact that the students didn't work well together. In order for students to work successfully together they need to have appropriate communication and social skills in order to create a caring, accepting, and supportive environment. It isn't just a matter of the teacher "telling" the students how to work together. Remember we're looking at constructivist principles. Students must be involved in establishing rules, procedures and roles for collaborative work. I believe they can do it with the proper guidance and support.

Resources - Collaborative learning basics

You can find basic information about collaborative learning and what to do to prepare students for working in collaborative groups at these websites.

Educational Broadcasting Company. (2004). Workshop: cooperative and collaborative learning. In Concept to Classroom. Retrieved March 13, 2009 from http://www.thirteen.org/edonline/concept2class/coopcollab/explor_sub5.html


Hamm, M. & Adams, D. (2002, Spring). Collaborative inquiry: Working toward shared goals. Kappa Delta Pi Record. Retrieved March 18, 2009 from http://findarticles.com/p/articles/mi_qa4009/is_200204/ai_n9054348

Resources - collaborative learning

These are some resources I read while researching for my chapter on collaborative research and writing:

Barclay, K.H., & Breheny, C. (1994, September). Letting children take over more of their own learning: Collaborative research in the kindergarten classroom. Young Children 49(6) 33-39.

Gokhale, A. (1995, Fall). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1). http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html

Jonassen, D., & Others, A. (1995, January 1). Constructivism and computer-mediated communication in distance education. American Journal of Distance Education, 9(2), 7-26. Retrieved March 6, 2009, from ERIC database.

Trent, M. (1996, March 1). Beyond the comfort zone: Collaborative learning and the national writing project of Louisiana. Retrieved March 14, 2009, from ERIC database.

Viggiano, E. Teaching tip sheet: Collaborative writing. http://wac.gmu.edu/supporting/tip_sheet_collaboration.pdf