The two indicators that I have choosen from the NETS-T are: 2A. Design or adapt relevant learning experiences that incoporate digital tools and resources to promote student learning and creativity and 3B. Collaborate with students , peers, parents and community members using digital tools and resources to support student success and innovation.
In order for me to be a better teacher Ifeel that Ineed to look at these two indicators. Indicator #1 (2A) promotes student learning and creativity by incorporating digital tools. In order for me to attain this goal Imust set my students up in a learning environment where they can be creative on a daily basis. With the use of techenology in the classroom the student will have the chance to use their creativity in many ways. Students have an abundance amount of resources and it can only enhance their creativity. I will monitor the students while they are in the computer lab and we will make charts showing how their progress improve each time we go in the lab. In order to evaluate and extend students learning I can ask other teachers for ideas on how I can improve my lesson in which we are doing.
Indicator #2 (3B) promotes collaboration with students, peers, parents , and community members. I will achieve this goal by setting up a class blog for all of my students. I think a blog is a great idea because students will be able to get assignments even if they miss that day of school. The students and I will be able to communicate at any time of the day and even on the weekends. This blog will also be a great way to communicate with my student's parents. A classroom blog will be great for conferences, homework, assignments , collaborative projects, and any student questions. In order for me to monitor the student's progress I will check the blog at the end of each day to see how the students are using the blog. I would evaluate and extend student learning by asking other teachers that have used a blog in their classroom how they make their blog an effective tool for their students.
Wednesday, November 10, 2010
Friday, June 25, 2010
REFLECTION EDUC 6711: Bridging Learning Theory, Instruction, and Technology
In the last eight weeks, I have experienced many new ways to integrate technology into my classroom. During week one of this course, I wrote a paper on my personal theory of learning. I continue to believe it is important to utilize several different learning theories in my classroom. After this course, I believe that most of my lessons utilize the social learning theory. Dr. Orey states the social learning theory has "students actively engaged in constructing artifacts and conversing with others" (Laureate Education, 2008). I continue to consider behaviorism a theory that has value in a physical education class. I also continue to believe that such things as learning styles, multiple intelligences, best practices, and educational technologies can all be addressed so each student will be provided with the best possible opportunity to learn. Collaboration and cooperative learning will take on more of an important role in my classroom in this upcoming school year.
My teacher tool box has expanded greatly thanks to this course. I now know how to use technology as a learning tool as well as a teaching tool. Educational technology is a support for teaching and learning that both teacher and learner can call on to help ensure the opportunity for optimum performance. My focus has moved from how I can use technology to how my students will use technology in an instructional event. I feel like my students will buy into this and hopefully develop a deeper understanding of the concepts I am teaching, as well as, to continue to develop their twenty-first century skills.
I plan on implementing the use of VoiceThreads in my classroom. In the integrated lesson completed in week 7 of this course, I developed a plan to have my students work cooperatively and contribute to a VoiceThread on maintaining a healthy weight. The interactive nature allows the VoiceThreads to continue to grow and provides a positive learning environment for those who experience it. I think my students will love creating and working with VoiceThreads.
Additionally, I plan on implementing the use of a class blog. This technology will be used for student interaction on specific topics. It will allow the students to develop a deeper understanding of the material as well as an opportunity to interact with others to see different points of view. I look forward to continuing to develop lessons that will involve the use of my class blog.
One long term goal is to develop lessons for my PE class that utilizes technology on a regular basis. The lessons will be student centered and the technology will be used by the students as a learning tool. According to Dr. Orey, the student uses the technology to be an active learner. the teacher becomes the facilitator. The teacher asks "what can the child do with this technology" (Laureate Education, Inc., 2008)? Learning tools let the students be responsible for their own learning.
My second long term goal is to really get to know the Microsoft Excel program. Many of our resources made suggestions on how to use Excel with your students. This is a program that I need to "play with" to develop my knowledge of all that it is capable of doing. Once I develop some skill using Excel, i think it will be a tool i will use often. I think it fits well with our data collection of fitness scores. By utilizing Excel, I believe my students will be able to better interpret their fitness scores. Once I become familiar with the ins and outs of Excel, I am sure there will be many different ways my students and I can utilize this program to make the lessons more meaningful.
This class has opened my eyes to many different uses of technology in my classroom. I hope to implement the use of a class blog, concept mapping, virtual field trips, Venn diagrams, VoiceThreads, and Microsoft Excel as a way to raise student motivation in my physical education class.
References:
Laureate Education, Inc., (Producer). (2008). Program eight Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc., (Producer). (2008). Program thirteen. Technology: Instructional Tools vs. Learning Tools [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
My teacher tool box has expanded greatly thanks to this course. I now know how to use technology as a learning tool as well as a teaching tool. Educational technology is a support for teaching and learning that both teacher and learner can call on to help ensure the opportunity for optimum performance. My focus has moved from how I can use technology to how my students will use technology in an instructional event. I feel like my students will buy into this and hopefully develop a deeper understanding of the concepts I am teaching, as well as, to continue to develop their twenty-first century skills.
I plan on implementing the use of VoiceThreads in my classroom. In the integrated lesson completed in week 7 of this course, I developed a plan to have my students work cooperatively and contribute to a VoiceThread on maintaining a healthy weight. The interactive nature allows the VoiceThreads to continue to grow and provides a positive learning environment for those who experience it. I think my students will love creating and working with VoiceThreads.
Additionally, I plan on implementing the use of a class blog. This technology will be used for student interaction on specific topics. It will allow the students to develop a deeper understanding of the material as well as an opportunity to interact with others to see different points of view. I look forward to continuing to develop lessons that will involve the use of my class blog.
One long term goal is to develop lessons for my PE class that utilizes technology on a regular basis. The lessons will be student centered and the technology will be used by the students as a learning tool. According to Dr. Orey, the student uses the technology to be an active learner. the teacher becomes the facilitator. The teacher asks "what can the child do with this technology" (Laureate Education, Inc., 2008)? Learning tools let the students be responsible for their own learning.
My second long term goal is to really get to know the Microsoft Excel program. Many of our resources made suggestions on how to use Excel with your students. This is a program that I need to "play with" to develop my knowledge of all that it is capable of doing. Once I develop some skill using Excel, i think it will be a tool i will use often. I think it fits well with our data collection of fitness scores. By utilizing Excel, I believe my students will be able to better interpret their fitness scores. Once I become familiar with the ins and outs of Excel, I am sure there will be many different ways my students and I can utilize this program to make the lessons more meaningful.
This class has opened my eyes to many different uses of technology in my classroom. I hope to implement the use of a class blog, concept mapping, virtual field trips, Venn diagrams, VoiceThreads, and Microsoft Excel as a way to raise student motivation in my physical education class.
References:
Laureate Education, Inc., (Producer). (2008). Program eight Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc., (Producer). (2008). Program thirteen. Technology: Instructional Tools vs. Learning Tools [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Sunday, June 13, 2010
Tuesday, June 1, 2010
Connectivism and Social Learning in Practice
This week I am examining the correlation between instructional strategies and the social learning theory. Dr. Orey states the social learning theory has "students actively engaged in constructing artifacts and conversing with others" (Laureate Education, 2008). He also shares "teaching others helps the learner develop a deeper understanding of the content" (Laureate Education, 2008). Social learning is very active and is students centered, as well as peer centered. Simply put, the teacher facilitates students learning by providing opportunities for them to work with others cooperatively to create artifacts. Additionally, connectivism is a learning theory that "integrates technology, social networks and information" (Laureate Education, 2008).
Cooperative learning is a strategy that "focuses on having students interact with each other in groups in ways that enhance their learning" (Pitler, Hubbell, Kuhn & Malenoski, 2007). Students "make sense of, or construct meaning for, new knowledge by interacting with others" (Pitler, Hubbell, Kuhn & Malenoski, 2007). Our text shared several technology based strategies that can provide students with cooperative learning opportunities. "Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Examples of technology based cooperative learning opportunities are creating a video (multimedia), web site creation, blogs, wikis, shared bookmarking, WebQuests, and web-enabled multi-player simulation games. When creating a video "students are not only working together in cooperative groups to create the movies, but are actually participating in cooperative teaching" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I believe this could be Incorporated in my PE class. Many of my students are already developing their skill for making videos in our video production class. WebQuests allow students to "work together to learn about a particular subject or to tackle a particular project or problem" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I think WebQuests could be utilized in my PE class as a form of cooperative learning. Once my county opens up the use of blogs and wikis to us, i will make use of them to facilitate students learning.
The concept of students interacting with each other for a common purpose of learning is the idea behind cooperative learning. To sum it up "cooperative learning is not so much learning to cooperate as it is cooperating to learn" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Learning socially and utilizing technology is beneficial for students and should be used in our classroom for years to come.
Resources:
Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell. E., Kuhn, M., & Malenoski, K., (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Cooperative learning is a strategy that "focuses on having students interact with each other in groups in ways that enhance their learning" (Pitler, Hubbell, Kuhn & Malenoski, 2007). Students "make sense of, or construct meaning for, new knowledge by interacting with others" (Pitler, Hubbell, Kuhn & Malenoski, 2007). Our text shared several technology based strategies that can provide students with cooperative learning opportunities. "Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Examples of technology based cooperative learning opportunities are creating a video (multimedia), web site creation, blogs, wikis, shared bookmarking, WebQuests, and web-enabled multi-player simulation games. When creating a video "students are not only working together in cooperative groups to create the movies, but are actually participating in cooperative teaching" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I believe this could be Incorporated in my PE class. Many of my students are already developing their skill for making videos in our video production class. WebQuests allow students to "work together to learn about a particular subject or to tackle a particular project or problem" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I think WebQuests could be utilized in my PE class as a form of cooperative learning. Once my county opens up the use of blogs and wikis to us, i will make use of them to facilitate students learning.
The concept of students interacting with each other for a common purpose of learning is the idea behind cooperative learning. To sum it up "cooperative learning is not so much learning to cooperate as it is cooperating to learn" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Learning socially and utilizing technology is beneficial for students and should be used in our classroom for years to come.
Resources:
Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell. E., Kuhn, M., & Malenoski, K., (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 26, 2010
Constructivism/Constructionism in Practice
This week I am examining the use of Constructivism and Constructionism in the classroom. Constructivism is defined by Dr. Orey as "a theory of knowledge stating that each individual actively constructs his/her own meaning" (Laureate Education, Inc., 2008). He defines Constructionism as "a theory of learning that states people learn best when they build an external artifact or something they can share with others" or simply put, students get "involved in building stuff" (Laureate Education, Inc., 2008). I agree with Dr. Orey when he stated Constructionism is "more important to classroom teachers. (Laureate Education, Inc., 2008).
In Using Technology with Classroom Instruction that Works, I read about how technology can be utilized in implementing the instructional strategy Generating and Testing Hypotheses. I think this is a good fit for this week's learning theory. According to the text, "when students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The students should be guided through a variety of structured tasks and should be able to describe their hypotheses and conclusions.
Technology enhances our use of this strategy thanks to the development of probeware and interactive applets which "allow students to spend more time interpreting the data rather than gathering the data" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The use of spreadsheet software, such as a teacher generated Microsoft Excel spreadsheet, allow the students to "compare their predictions to actual results without spending lots of valuable time doing calculations or designing spreadsheets" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Another option is for students to use data collection tools to "see the bigger picture and recognize patterns" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The text states web resources and gaming software "allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
This strategy demonstrates constructionism by having the student create an artifact through their development of a hypotheses and then testing that hypotheses. As they draw their conclusions and present their findings they have experienced constructionism.
Resources:
Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology.
Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
In Using Technology with Classroom Instruction that Works, I read about how technology can be utilized in implementing the instructional strategy Generating and Testing Hypotheses. I think this is a good fit for this week's learning theory. According to the text, "when students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The students should be guided through a variety of structured tasks and should be able to describe their hypotheses and conclusions.
Technology enhances our use of this strategy thanks to the development of probeware and interactive applets which "allow students to spend more time interpreting the data rather than gathering the data" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The use of spreadsheet software, such as a teacher generated Microsoft Excel spreadsheet, allow the students to "compare their predictions to actual results without spending lots of valuable time doing calculations or designing spreadsheets" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Another option is for students to use data collection tools to "see the bigger picture and recognize patterns" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The text states web resources and gaming software "allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
This strategy demonstrates constructionism by having the student create an artifact through their development of a hypotheses and then testing that hypotheses. As they draw their conclusions and present their findings they have experienced constructionism.
Resources:
Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology.
Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Thursday, May 20, 2010
Cognitivism in Practice
Cognitivism is a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used. Dr. Orey adds that the Cognitive Learning Theory "revolves around information processing (Laureate Education, Inc., 2008). This week I am examining the correlation between the principles of cognitive learning theory and instructional strategies. These strategies will assist the student in moving information from the short-term memory to the long-term memory. In order for the student to be able to retrieve the information, we must develop as many connections to that material as possible. This is called the Elaboration Theory and it is defined as the "primary mechanism for storing information in long-term memory cna only process around seven pieces of information so it can be moved to long-term memory before more information is attempted to be presented.
The use of technololgy-based cognitive tools is valuable with today's digital native students. Many times, when students are using technology to learn, they forget they are learning. Cues, questions, and advance organizers improve the "students' ability to retrieve, use and organize information" that is presented (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Advance organizers help students to "focus on their learning" and are provided by teachers prior to a learning activity to "help them classify and make sense of the content they'll encounter" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Other ways to develop connections are with summarizing and note taking. These focus on "enhncing students' ability to synthesize information and distill it into a concise new form" (Pitler, Hubbell, Kuhn, & Malenoski). All of these strategies can be presented using technology. The strategies listed provide elaboration of the concepts and will facilitate moving information to long-term memory.
An example of how this can be utilized in physical education is by taking my students on a virtual field trip. I find a "destination" of interest, http://www.fi.edu/learn/heart/index.html, and we are off. As we travel, we develop a concept map using http://www.bubbl.us/index to assist the students in organizing the information. This will help the student to "visualize ideas and connections between ideas" (Laureate Education, Inc.,2008). This trip integrates multiple senses while presenting the information and helps to move the information from short-term memory to long-term memory in a way that digital native students enjoy.
Resources:
Laureate Education, Inc. (Producer). (2008). Program six. Cognitive Learning Theories. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler. H., Hubbell, E., Kuhn. M., & Malenoski. K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The use of technololgy-based cognitive tools is valuable with today's digital native students. Many times, when students are using technology to learn, they forget they are learning. Cues, questions, and advance organizers improve the "students' ability to retrieve, use and organize information" that is presented (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Advance organizers help students to "focus on their learning" and are provided by teachers prior to a learning activity to "help them classify and make sense of the content they'll encounter" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Other ways to develop connections are with summarizing and note taking. These focus on "enhncing students' ability to synthesize information and distill it into a concise new form" (Pitler, Hubbell, Kuhn, & Malenoski). All of these strategies can be presented using technology. The strategies listed provide elaboration of the concepts and will facilitate moving information to long-term memory.
An example of how this can be utilized in physical education is by taking my students on a virtual field trip. I find a "destination" of interest, http://www.fi.edu/learn/heart/index.html, and we are off. As we travel, we develop a concept map using http://www.bubbl.us/index to assist the students in organizing the information. This will help the student to "visualize ideas and connections between ideas" (Laureate Education, Inc.,2008). This trip integrates multiple senses while presenting the information and helps to move the information from short-term memory to long-term memory in a way that digital native students enjoy.
Resources:
Laureate Education, Inc. (Producer). (2008). Program six. Cognitive Learning Theories. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler. H., Hubbell, E., Kuhn. M., & Malenoski. K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 12, 2010
Behaviorism in Practice
As I continue my exploration of technology use in the classroom, I am always eager to learn new strategies. This week I am delving into reinforcing effort and homework/practice as they relate to the behaviorist learning theory. The strategy of reinforcing effort is defined as students comprehending the "relationship between effort and achievement by addressing their attitudes and beliefs about learning" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). According to this week's resources, "homework and practice give students a chance to review and apply what they have learned" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These are not new strategies to me but some f the ideas presented provide a new angle from which to work.
As a middle school physical education teacher, I am enthusiastic about learning new approaches to reinforcing effort. Our text surmises that effort is the only source to success that is within an individual's control" (Pitler, Hubbell, Kuhn, & Malennoski, 2007). It is recommended that educators "explicitly teach students about the importance of effort" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). It is also suggested that "students keep track of their effort and achievement" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). A good way to put these recommendations into practice is through the use of technology. One suggestion is to use a Microsoft Excel spreadsheet to help make a connection between effort and achievement. Developing a spreadsheet to utilize data provided by rubrics and grades is a user friendly way to connect these dots. The key to success with this strategy is developing a rubric that will show the students what effort looks like. The website http://rubistar.4teachers.org/index.php is a free tool to help teachers generate effective rubrics. This strategy demonstrates the behaviorist learning theory by providing evidence to the student that giving their best effort (stimulus) will result in positive results (response). It can also show them that giving less than their best effort can lead to negative results. This is a strategy I can put into action in my classroom to assist the students in giving their best effort. Another strategy discussed was the used of data collection tools and, in particular, surveys. I have found the website http://www.quia.com/ to be useful in delivering surveys.
"Having students practice a skill or concept enhances their ability to reach the expected level of proficiency" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). A statistic I find interesting is "students need about 24 practice sessions with a skill in order to achieve 80 percent competency" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). One web resource I use to provide practice with the concepts being studied in my PE class is http://www.quia.com/. the teacher inputs the material covered and the site generates activities and quizzes. The students access it for practice and review. The site provides instant feedback so the students know the area(s) that require attention. This is another example of how technology demonstrates the behaviorist learning theory. Homework and practice are important to students learning. "Web resources allow students to practice concepts and skills repeatedly from their home, during a study period, or even as an anchor activity in a differentiated classroom" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Plus, with our students being digital natives, this type of study is of interest to them. There are a vast number of web resources available to teachers, students, and parents. "As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2207). Using technology with classroom instruction that works. Alexandria, VA: ASCD
As a middle school physical education teacher, I am enthusiastic about learning new approaches to reinforcing effort. Our text surmises that effort is the only source to success that is within an individual's control" (Pitler, Hubbell, Kuhn, & Malennoski, 2007). It is recommended that educators "explicitly teach students about the importance of effort" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). It is also suggested that "students keep track of their effort and achievement" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). A good way to put these recommendations into practice is through the use of technology. One suggestion is to use a Microsoft Excel spreadsheet to help make a connection between effort and achievement. Developing a spreadsheet to utilize data provided by rubrics and grades is a user friendly way to connect these dots. The key to success with this strategy is developing a rubric that will show the students what effort looks like. The website http://rubistar.4teachers.org/index.php is a free tool to help teachers generate effective rubrics. This strategy demonstrates the behaviorist learning theory by providing evidence to the student that giving their best effort (stimulus) will result in positive results (response). It can also show them that giving less than their best effort can lead to negative results. This is a strategy I can put into action in my classroom to assist the students in giving their best effort. Another strategy discussed was the used of data collection tools and, in particular, surveys. I have found the website http://www.quia.com/ to be useful in delivering surveys.
"Having students practice a skill or concept enhances their ability to reach the expected level of proficiency" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). A statistic I find interesting is "students need about 24 practice sessions with a skill in order to achieve 80 percent competency" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). One web resource I use to provide practice with the concepts being studied in my PE class is http://www.quia.com/. the teacher inputs the material covered and the site generates activities and quizzes. The students access it for practice and review. The site provides instant feedback so the students know the area(s) that require attention. This is another example of how technology demonstrates the behaviorist learning theory. Homework and practice are important to students learning. "Web resources allow students to practice concepts and skills repeatedly from their home, during a study period, or even as an anchor activity in a differentiated classroom" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Plus, with our students being digital natives, this type of study is of interest to them. There are a vast number of web resources available to teachers, students, and parents. "As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2207). Using technology with classroom instruction that works. Alexandria, VA: ASCD
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