Since teachers tend to exhibit self-directed learning tendencies both in and outside of their professional endeavors, Dr. Katherine Cennamo proposes directing these essential understandings toward the integration of technology in our classrooms (Laureate Education, Inc., 2009a, 2009b). Classroom technology is changing everyday, so our job becomes the process of linking technology and authentic instruction to the active engagement of student creativity through holistic, challenging activities (Cennamo, Ross, & Ertmer, 2009, p. 48).
Our resources this week focused on promoting self-directed learning through technology integration to support creative thinking and students’ ability to understand content and contextual concepts. In my alternative classroom setting, principles outlined by Cennamo, et al. (2009) will help me implement technology enabling students to construct knowledge, create disciplined inquiry, and find value beyond the classroom (p. 36).
A question I take forward this week is determining crossover techniques necessary to transform current content standard grade-level expectations into common core learning requirements. As an English teacher, educational technology will take a leading role in demonstrating the transfer of Common Core State Standards [CCSS] as students participate in the writing, delivery, and distribution of content to their intended audience. Dr. Cennamo invites us to facilitate this transfer through the GAME process (Laureate Education, Inc., 2009b, Cennamo, et al., 2009) in conjunction with the continuing process of self-regulation to prepare our students to become better thinkers (Laureate Education, Inc., 2009a).
Herrington & Kervin (2007) write, “using principles of authentic learning to design tasks in the classroom can provide innovative learning environments” (p. 222). The initial goal I will develop in this class becomes the understanding of authentic learning in relationship to the support technology will provide the students in my classroom. The majority of these students are second-language learners who thrive on direct instruction.
Developing this plan will involve putting the following steps outlined by Cennamo, et al. (2009) into place: 1) identifying a learning objective; 2) describing the lesson activity; 3) giving students’ specific ways technologies can support successful implementation; and 4) soliciting feedback from my peers (p. 43). With our lives becoming so inundated with technology utilizing effective plans will encourage the creative and critical thinking process through the development of authentic learning environments (Laureate Education, Inc., 2009a).
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Herrington, J., & Kervin, L. (2007). Authentic Learning Supported by Technology: Ten suggestions and cases of integration in classrooms. Educational Media International, 44(3), 219-236. doi:10.1080/09523980701491666
Laureate Education, Inc. (2009a). Promoting creative thinking with technology [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=
Laureate Education, Inc. (2009b). Promoting self-directed learning with technology [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=
Our resources this week focused on promoting self-directed learning through technology integration to support creative thinking and students’ ability to understand content and contextual concepts. In my alternative classroom setting, principles outlined by Cennamo, et al. (2009) will help me implement technology enabling students to construct knowledge, create disciplined inquiry, and find value beyond the classroom (p. 36).
A question I take forward this week is determining crossover techniques necessary to transform current content standard grade-level expectations into common core learning requirements. As an English teacher, educational technology will take a leading role in demonstrating the transfer of Common Core State Standards [CCSS] as students participate in the writing, delivery, and distribution of content to their intended audience. Dr. Cennamo invites us to facilitate this transfer through the GAME process (Laureate Education, Inc., 2009b, Cennamo, et al., 2009) in conjunction with the continuing process of self-regulation to prepare our students to become better thinkers (Laureate Education, Inc., 2009a).
Herrington & Kervin (2007) write, “using principles of authentic learning to design tasks in the classroom can provide innovative learning environments” (p. 222). The initial goal I will develop in this class becomes the understanding of authentic learning in relationship to the support technology will provide the students in my classroom. The majority of these students are second-language learners who thrive on direct instruction.
Developing this plan will involve putting the following steps outlined by Cennamo, et al. (2009) into place: 1) identifying a learning objective; 2) describing the lesson activity; 3) giving students’ specific ways technologies can support successful implementation; and 4) soliciting feedback from my peers (p. 43). With our lives becoming so inundated with technology utilizing effective plans will encourage the creative and critical thinking process through the development of authentic learning environments (Laureate Education, Inc., 2009a).
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Herrington, J., & Kervin, L. (2007). Authentic Learning Supported by Technology: Ten suggestions and cases of integration in classrooms. Educational Media International, 44(3), 219-236. doi:10.1080/09523980701491666
Laureate Education, Inc. (2009a). Promoting creative thinking with technology [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=
Laureate Education, Inc. (2009b). Promoting self-directed learning with technology [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=