Using VoiceThread to Enhance Student Discourse

In Judy Pastusek's 6th grade social studies class, students were studying about East and West Germany. The students in Mrs. Pastusek's 2nd period class were asked how they could create a model of the two countries that showed everything they had learned about the them. This class came up with a great idea to build an ice cream sundae where one scoop represented East Germany and another scoop represented West Germany. The students felt that they could bring different toppings to represent the different aspects they had learned. To top this off (no pun intended!), Mrs. Pastusek asked if the class would mind if she had all of her classes create the same project! The 2nd period students agreed that this would be a great lesson for all.

Each class period brought their own toppings depending on what they want to use for items such as the Berlin Wall, the major cities, the wars that took place, etc. As items were brought in, students began to create a key to their model so that when the model was created, no time was wasted making those decisions.

On the day that the models were created, students scooped out their ice cream and began to top the ice cream with their labels for the model. Once the model was created, Mrs. Pastusek took their picture and uploaded the picture to VoiceThread. The students then added their recordings to describe why they selected the toppings and what the toppings represented. Below is their final product! What an awesome way to continue to work on student discourse!

Personal Theory of Learning

When I was enrolled in CECS 5030 - Learning Technologies, we were asked to write a paper on what we felt our theory of learning was at the time. Since that course, I have now completed five other courses. From what I have been introduced to, my theory of learning has not really changed. However, I did like how Leidner & Jarvenpaa (1995) described that the constructivist theory has spurred other theories such as the cooperative learning theory. Even though I had included student collaboration and reflection in my original paper, I wanted to include this information as well. Otherwise, my original thoughts have not swayed.

 Constructing Learning

Spanning the decade, research has been conducted to establish if technology enhances learning. Clark (1983) concluded that using media to deliver instruction has no benefit to learning, but that the restructuring of curriculum produces change. Not many years later, Kozma (1991) reported that the combination of media and method could enhance learning. With new technologies introduced daily, the debate referencing technology and enhanced learning continues. For learning to occur, teachers must apply best practices in the delivery of their content, while encouraging students to be creative and active learners.

Learning is a process in which the learner collects information from the surroundings and connects it with information stored in memory (Kozma, 1991). The learner must take an active part in the collection of this information for a gain in knowledge to take place. Dillon & Gabbard (1998) found that hypermedia technology lends itself to aid comprehension because it enables the learner to gather information quickly. Yet the acquisition of information can also be found through the processes of “self-inquiry, reflection, and dialogue” (Yeo, 2008). As the learner continues to ask questions, solve problems, and collaborate with others, the information collected, combined with prior knowledge, will promote learning.

In education, it is the teacher’s responsibility to encourage students to be stewards of their own learning. Effective teachers will find a way to make students think creatively and creative teachers are able to infuse multiple models of teaching in unique ways depending on the needs of their students (Bramwell, Reilly, Lilly, Kronish, & Chennabathni, 2011). Dillon & Gabbard (1991) found that teachers who integrate technology “with innovative classroom use, discretionary collaboration, and self-paced learning, may offer further advantages” to the learner. Students are empowered to learn when they participate in a classroom environment where the teacher encourages the use of learning technologies to stimulate inquiry, dialogue, and critical thinking.

Bramwell et al. (2011) also found that innovative teachers include constructivist learning theories in their list of teaching styles. Constructivism allows the student to actively engage in a lesson by constructing, creating, and inventing, while empowering the student to enhance their learning through collaboration and reflection (Balakrishnan, Rossafri, & Soon Fook, 2007). Thus, a byproduct of the constructivist model of learning is the cooperative model of learning where students learn through discourse (Leidner & Jarvenpaa, 1995). Yet, as Fox (2001) found in his research, students “can be helped by the expertise of teachers and they need instruction, demonstration and practice, as well as challenging problems and investigations to make progress.” It is the teacher’s role to guide the students as they immerse themselves in their own learning.

Most learning takes place when the student is an active participant in the pursuit of knowledge. For example, a new teacher will learn more in their first year of teaching than they were able to learn from a book, lecture, or video. Through actively participating in daily activities with students and collaborating with their colleagues, the new teacher is able to collect new information and combine it with information from memory to gain long lasting knowledge. When teachers enable their students to problem solve using learning technologies, dialogue, and reflection, students are empowered to learn as well.

References

Balakrishnan, M., Rossafri, M., & Soon Fook, F., (2007). Synergizing Pedagogy, Learning Theory and Technology in Instruction: How can it be Done?. US-China Education Review, 4(9), 46-53.

Bramwell, G., Reilly, R. C., Lilly, F. R., Kronish, N., & Chennabathni, R. (2011). Creative teachers. Roeper Review, 33(4), 228-238. Retrieved from http://search.proquest.com/docview/1039889476?accountid=7113

Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459. Retrieved from http://www.jstor.org/stable/1170217

Dillon, A. & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68(3), 322-349. Retrieved from http://www.jstor.org/stable/1170600

Fox, R. (2001). Constructivism Examined. Oxford Review of Education. 27(1), 23-35.

Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.

Leidner, D. E., & Jarvenpaa, S. L. (1995). The use of information technology to enhance management school education: A theoretical view. MIS quarterly, 265-291.

Yeo, R. K. (2008). How does learning (not) take place in problem-based learning activities in workplace contexts?. Human Resource Development International, 11(3), 317-330.

Photo Talks! What a Brilliant Idea!

Today I met with our 8th grade social studies teachers during their PLC and they introduced me to a new idea: Photo Talks using Smart Notebook 11. The teachers had tried to use web apps such as Fotobabble to do this activity but found that with Notebook, the students could actually keep each Photo Talk on a new page so that ultimately, the students would have their own portfolio of the units they had studied. I absolutely love this idea!

So you ask, what is a Photo Talk? Well, the teacher has the students find a picture that they feel represents the unit they have just studied via a Google search. Students copy and paste the picture onto a page in Smart Notebook. Students then insert a recording on the page that explains what they have learned about the topic. Students must include the academic vocabulary in their recording as well as a detailed explanation of what they learned. What an amazing way to have students reflect on their learning and work on their own discourse at the same time!

So how do you add the recording? It is very simple! Click on Insert on the menu and then select Sound. You will get the window shown below. click on Start Recording to begin. When finished, click on Stop Recording. Students then have an option to preview their recording to see if they need to make changes. If they are satisfied, they can click on Attach Recording at the bottom of the window. The recording is placed at the top of the page, but can be moved by clicking and dragging. Each recording is limited to 1:00 minute in length, however, students can add multiple recordings if necessary.