Learning Principles and Experimenting with Simulations

In education, Gee identified ten principles that are essential for learning (Jonassen, 2008, p. 54), but I would like to emphasize on three of them.  The Committed Learning Principle lets students engage in learning through commitment they feel confident with as it relates real-world to virtual identities.  A student may not be interested in learning if he or she does not experience a real-world situation, and to do that they ought to be at a comfort level to achieve their goal.  The Practice Principle may sound as if it were another boring repetitive task, but if it is done through a game, practice may actually be a challenging and fun activity.  For some subjects like math, practice is essential.  For other subjects, visualization may be the best option.  The Multimodal Principal can facilitate subjects such as history, art, and foreign languages to be learned meaningfully.  Through images, symbols, interactions, and sounds, students’ knowledge and comprehension is built up. 

If I were to create a simulation for my Spanish class, for example, I would support the Urban simulation.  In this activity, students would pick and create the country and city where they would make a trip and spend a week there.  The variables that students would be able to manipulate would be the buildings they visit, they people they talk to, and the dialogue they use to communicate.  Students can practice asking for and following directions, make decisions on the type of transportation they will use, and learning about the culture of the town.  Further, students will learn about the behavior of the system they are using to enhance their learning skills and it will prepare them for a later real-life situation.  Simulations best benefits students in subjects such as science and science labs, architecture, and engineering.  Also, some of these simulations require higher computer skills which may only be appropriate for those in secondary education and/or special training organizations.  Nevertheless, the use of these will engross students in learning any new concept.  

The key for making learning principles and simulation activities successful is motivation.  Motivation is a state within individuals that arouses and maintains behavior (Woolfolk, 2010, p. 376).  The activities educators may choose to incorporate a new concept may be achieved if students are motivated.  Because learning principles are goal driven, the attitude students have toward learning will determine the outcome, and both students and teachers will be feel great about their achievement.  Learning should be fun, so games have to be implemented in education.     

References

Jonassen, D., Howard, J., Marra, R., Crismond, D. (2008). Meaningful learning with technology (pp. 54). Upper Saddle, New Jersey: Pearson.

Woolfolk, A.(2010). Educational psychology (pp.376).  Upper Saddle, New Jersey: Pearson.

Rubrics, Clickers, and Inspiration Software

To assess students’ learning performance, teachers may require methods of evaluation such as technology based rubrics (Jonassen, 2008, p. 226).  Certainly, rubrics allow teachers to be more organized and focused when grading as they entail specific concepts on the assignment that is being evaluated.  Since rubrics are available online, they can be altered to meet the special criteria of the subject or topic being evaluated, for example, writing, speech, history, etc.  Such tools are also important for students because they, to a certain level, signal students on what to prepare for.  Available online websites like Rubrican.com provide tools for educators to access, build, and share rubrics.  Technology-based rubric tools also save teachers time.  The use of rubrics is something I will definitely find beneficial when I incorporate it into my Spanish teaching career for presentations, projects, and homework assignments.

Although clicker assessment tools are not completely integrated in all public classrooms, it is a powerful technology-based tool that most students will welcome into their in-classroom learning activities.  Further, it serves as a motivator and challenger for students of all ages.  Results of a study where students used clickers showed that they were more involved during lecture and had a higher participation percentage (Berry, 2009).  It is hard to say that all teachers would use this tool in their classrooms due to limited availability through the school districts, but it will be perfect for teaching a language other than English.  I would use it for my Spanish class as students many times are afraid or shy to speak up; this would allow them to still think about their answer and get a response right back without even having to speak.

The Inspiration software is an essential online tool for certain subjects.  This tool particularly benefits those digital learners who are interested or need extra help with language arts.  Although I find this tool innovative, its goal could also be reached if students used a paper notebook when they brainstorm.  One good characteristic is that the webbing is formatted to an outline just with a click.  I find this more useful for students when they practice or study during their spare time.  Of course, this may be a wonderful tool for visual learners because of the various drawings and pictures available for students and/or teachers.  

References

Berry, J. (2009). Technology support in nursing education: clickers in the classroom. Nursing Education Research, 30(5), Retrieved from http://proxy.tamu-commerce.edu:8436/ehost/pdfviewer/pdfviewer?vid=2&hid=8&sid=78bdb97e-0139-46ea-ac68-6e8f1fd9bd6a%40sessionmgr12

 Jonassen, D. ., Howard, J., Marra, R., Crismond, D.  (2008). Meaningful learning with technology (pp. 226). Upper Saddle, New Jersey: Pearson.

Visualizing With Technologies

 

Once again we start planning for the holidays…or is it shopping? With very little time and so many things to do, most of us opt to shop online, and it is based on the pictures we view that we make the decision to buy something or not. Seldom we think of the effect one particular picture has and rarely we reflect on the importance visualization through technology has in education. Visualization tools enhance students’ learning ability in certain subjects .

Technological tools aid students and any type of learner to visualize concepts by interpreting them more easily (Jonassen, 2008, p. 192).  According to Kate Kemker, digital stroytelling is a tool that allows students to be creative by making a storyboard on paper and shooting a video that can be edited on a computer.  The students engage in research and writing as they perform the preproduction.  Storytelling would be useful in subjects for languages other than English.  For example, this would be a great activity when I teach Spanish because their skills will be mastered after performing digital storytelling.  One of the most complex subjects for students is math, and special software programs have been developed to assist in visualizing complex process. A math class requires the use of graphing calculators and MathLab sites.  Jonassen explains that students who use a graphing calculator are more engaged at problem solving.  More and more schools in the United States encourage the use of such tools in order to achieve the learning goals. However, it is not the case in other countries as research has discovered that technology remains marginal in math subjects (Goos & Bennison, 2008).

As for foreign languages, the use of  a TV is also great for learning.  There are a few local Spanish channels that people can watch if they are interested in learning the language.  Although there are no instructions to learning the language in the Spanish channels, it could work for listening comprehension and pronunciation.  I particularly find storytelling and TV great tools as I intend to teach Spanish. Not only visualizing tools help students achieve their learning goals but also help any viewer engage in a higher learning experience. Math and science are better comprehended when visualizing tools are involved which could motivate students to learn.  

References

Goos, M., & Bennison, A. (2008). Surveying the technology landscape: teachers' use of technology in secondary mathematics classroom. Mathematics Education Research Journal, 20(3), Retrieved from http://www.eric.ed.gov/PDFS/EJ836455.pdf

Jonassen, D. (2008). Meaningful learning with technology (pp. 192). Upper Saddle, New Jersey: Pearson.