Problem-Based Learning

The students at Auburn Early Education Center seem genuinely excited about learning because they were fully involved in the process. When children are able to guide their learning and participate fully in the process, they seem to be more motivated and engaged. It was inspiring to watch the excitement on the students’ faces. The entire time I watched the video clip, I kept thinking “I want to teach there. Where is this place?”

The technology they use at Auburn Early Education Center was purposeful and gave concrete experiences to otherwise abstract ideas. The children were able to experience places from all around the world in their own classroom. The learning they experienced was applicable to their lives and helped prepare them for a bright future. To hear the students talking about passports and talking like airline pilots was amazing. So many people are not even exposed to these things until their adult lives, yet this young children are acting out the roles as though they are experienced travelers.

Problem-based learning is incorporating projects into the classroom, along with technology, to fully engage students in learning about things that apply to their lives. The students are involved in the problem-solving process and help design and guide the learning experiences. The environment is non-threatening because assessment is continual and trial and error is encouraged. Student reflection adds to the in-depth learning experiences practiced in problem-based learning.

If only all classrooms could, or were, as engaging and fun as this, wouldn’t education be entirely different? Students would look forward to school and would be independent thinkers able to function as individuals. Teacher burnout rates would probably decrease. All parties involved would find a new appreciation for technology and for education in general. Learning would expand far beyond the typical classroom of lectures and desks to hands-on discovery in a variety of atmospheres. I am a big proponent of problem-based learning.

Technology to Support Learning

There are so many help technological tools available out there for teachers and students. I use the ones that are required of me through my district and I have slowly tried to branch out and integrate more technology in my teaching but it’s a slow process.

With almost all assignments that I give out, I allow my students to use technology but I do not require it. I feel as though I cannot require it for two main reasons: 1) how can I require it if I do not know how to use it myself? I cannot even help them if they have problem, and 2) not all of my students have access to computers, much less the advanced technology programs they may need. Is it fair to require some students to stress over finding the time to find the technology and then figure it out so they can do my assignment, while others can jump on the computer at home and be done in an hour’s time?

Typically, I will allow my students to choose the method in which they complete my assignments. I have baseline standards (i.e. include at least 3 graphics) but they can complete those by any means possible (i.e. print and glue, clip art, photographs, hand drawings, etc). I try to meet my students needs by allowing the time and flexibility to be creative and use a path that is familiar and comfortable to them. I always hope a students will go above and beyond in a way I haven’t yet seen done.

I have only used a few data collection and analysis tools in my short time teaching. During my five years as a classroom teacher, I have used Power Grade to track students assignments as well as attendance. I have become familiar with it and am now comfortable using it, which is timely because this coming year, we are forced to switch to Power Teacher. I have no training in this program and am not looking forward to using it. The teachers who have already made the transition to the new program have complained about how difficult it is to use. I am nervous to make that transition. This technology has probably been most helpful to our students and their parents. They may sign in to see their grades from anywhere. Students show more concern for their grades or question an assignment because they are constantly checking online. Parents talk to their children and email the teachers more often because they can see every assignment for every class their child is enrolled in. It’s a very helpful technology.

We also now use Mastery Manager for student’s exams. Final exams are taken on a specific form and the computer reads the forms and uploads the data immediately onto the computer. We have been briefed on using the technology but mostly, the administrators or hired help complete every step of the process for us. I am certain we will be encouraged to use it more and more over time but I will definitely need some training on how to do that.

Occasionally, it will be appropriate to use Power Point in my lectures. When I do use the program, I add clip art and graphics but now, that is about all I add. I had someone write down instructions on how to add sounds and make the slides enter or leave a certain way from the screen, but then we changed the technology and I have no idea how to get to those instructions any longer. Since we upgraded our technology, I have stopped using those small things that make the presentations more exciting.

Digital Natives in the Classroom

The “digital natives” in the classroom could definitely benefit from using more advanced technology for assignments and in-class use. The students in the video “Schools Use Games for Learning and Assessment” seemed to not only be learning a lot but enjoying the process as well. One of the teacher’s in the video mentioned what a strange world it would be if children became addicted to education, and I could not agree more!

The use of advanced technology in the classroom would draw in the students who are “digital natives” as well as the remainder of the students by teaching them through creation. Bloom’s Taxonomy believes that combining parts to create a functioning whole is the highest-order of thinking, which most deeply engages students to help them learn. However, not all schools can function at the high level of technology-based instruction that the school in “Schools Use Games for Learning and Assessment,” so often times students may need or want to incorporate technology of their own accord. In the video “Digital Youth Portrait: Sam,” Sam took common assignments and put her own technological twist on them.

In an ideal technological situation, incorporating technology into the classroom would have many benefits for all students; however, in reality, many students would not have the knowledge or understanding of programs which feel intimidating. Students who are “immigrants” would need a lot of extra help and guidance, which would be limiting because the teacher must take the time to guide them step-by-step. The benefits would still outweigh the downfalls because it allows the students to be creative and work hands-on to engage in the material. It gives students a chance to “practice” using content in simulated situations, so students are also applying their knowledge as well as solving problems.

In my classroom, we use Baby-Think-It-Over simulators, where the students take home the life-like babies for a weekend to care for their every need. The experience is as close to realistic as possible, but many of the teachers in our building see this simulation as a joke, as a “game for fun.” The book mentioned learning vs. having fun as a potential limitation, and some of the teachers in my building see to fall into this category. In reality, the experience is often very difficult and the students come back having gained a lot of knowledge about what it would be like to be a teen parent.

It seems that technological games and simulations can add a lot of unique experiences and allow for higher-order thinking in the classroom, but you will always have your critics and your obstacles. In an ideal world, we could all incorporate these technologies into our lessons to allow students of learning styles and abilities the opportunity for safe, hands-on experimentation and creation.

Teaching Interests and Instructional Topic

In teaching Family and Consumer Sciences at the high school level, my passion lies in Child Care. We operate a preschool out of my classroom, so my students get direct, hands-on contact with young children. With that experience comes contact with the parent’s of the preschool children. We use a variety of tools to communicate with the parents on a regular basis. I would love to see my students have a complete, true knowledge of the possibilities available to them.

I would like to utilize my own website to communicate both to parents and students alike. I would like to see my students becoming familiar with the different options available to communicate with the parents of the preschool children.