Use of a wiki in a classroom?...YES!

"For many years, the idea of technology in schools always meant computers and software, or specifically, investments in items that grew obsolete quickly and had somewhat limited uses. More recently, this has changed to include the Internet and its potential resources, databases, and unlimited information"(Corwin, 2009, p. 47).

While the above statement is very factual, it is also somewhat shocking to think of the time frame behind it. Technology is such a rapidly growing concept within education and while some older, more traditional teachers might find it too much to learn and apply but I believe that since students nowadays are so adapt to using technology, it is only right to apply it to eduction.

At first I was intimidated by the concept of the wiki but now that I have some experience with it I feel much less intimidated by it and much more excited about the prospects of creating my own for a classroom.  Specifically, I would like to set up a wiki for my classes to be able to find resources, project groups, class information, and other learning-related things on it. I would set up resources that might aid in understanding some of the literature or even vocabulary words from their books. I could also include collaborative projects on there by incorporating the use of Google Docs as well. For example, if i were to have a prompt set up on the wiki for a specific date, I would include directions, an example, and group names so they have the basic information. I would then post resources I would like them to explore (like an internet workshop) in order to answer that prompt. In return they would create a Google Docs document to display their answers as a group (and I would want them to be creative with it). Then they can post the links to the docs right on the wiki and it can be shared among the classroom once I have reviewed it for comments.

The wording seems complicated but the process seems viable and I look forward to working with something like this to organize my students workloads and to provide an outline and resource ideas for them. Technology, while being a challenge sometimes, can be fun and beneficial for an educational setting.


Schrum, L. & Levin, B. (2009). Leading 21st century schools: harnessing technology for engagement and
           achievement. California: Corwin. 

Week 3 T2P

Learning theories allow for a student-centered classroom environment. This allows the teacher to focus their pedagogy or methodologies on the way their students learn and the various lessons they can do to enhance the students learning to understanding. Social learning theory speaks volumes about how students are influenced by their peers not only in life but in the classroom as well. An example of social learning would be if students were put into various groups to answer a specific question and then work together to come to a cohesive answer. Using this method within the English content can be beneficial because analyses of literature can be interpreted in many ways therefore catering to different students' different thinking. This ties to Constructivist learning theory which allows students to comprehend new concepts and ideas using lessons and understandings that were learned in the past. It also ties into Developmental learning theory which basically focuses on age appropriate and understandable material and methods.

B.F. Skinners operant conditioning theory offers a behavioral modification addition to the classroom which aids in a more controlled environment for successful learning. By using Blooms Taxonomy to assess students, the teacher can grasp an understanding of how effective their pedagogy and methodology is. The key is to get students to think for themselves while directing and guiding them to where they need to go in order to become successful learners of content and skills.

If a teachers pedagogy is student-centered and uses a combination of the well-known learning theories, then the students can be successful learners because the combined elements of the theories can create an environment and methodology suited for students to learn content as well as come to an understanding of that content. 

P-V-S REMIX!-Wk3

Q3. Show how language in the classroom could affect a student's ability to understand.

A. This is an APPLICATION question because it asks to show or demonstrate the knowledge obtained in the lesson by answering a specific question on language in the classroom.

B.Language in the classroom has to be understandable to the students in order for them to learn effectively. If a teacher uses vocabulary that is too advanced for a group of students, they will not comprehend the content as well as they could with language that fits the learning environment.

Q4. Choose which lesson demonstrates the use of Developmental Learning Theory, which demonstrates Social Learning Theory, and which demonstrates Constructivist Learning Theory:

A. This is also an APPLICATION question because it asks the students to take what they know and apply it to situations or examples. 

a. A teacher has students work in small groups to solve a math problem.

B. This example demonstrates the use of Social Learning Theory because the teacher lets them get into groups to help each other come to conclusions. It is a social activity that is focused on learning. 

b. Two teachers present World War II to children, one to six year olds, and one to sixteen year olds. One teacher researches the motivations behind the war and the other has her class act out a skit.

B. This example demonstrates the use of Developmental Learning Theory because while both teachers are teaching the same content, they are using different methods that are geared towards specific age groups so that they can understand the same content at different levels.

c. A science teacher teaches density by beginning with children's bath toys and working toward rocks and anchors.

B. This example demonstrates the use of Constructivist Learning Theory because the first the teacher uses a basic props and then later introduces them to new props. The students will have to use their knowledge of the first set of props to analyze or figure out the density of the second set. 

Q4. If a flat rectangular box and a narrow, tall rectangular box, both of which have the same volume, were filled with marshmallows, which box would an 8 year old believe had more marshmallows?

A. This is also an APPLICATION question (initially meant as an ANALYSIS question) because is asks to apply knowledge to a specific example.

B. The 8 year-old child would know that they were the same because past the age of 7, they are at the age of concrete perception.

Internet Use in the Classroom

In today's world, technologies are becoming more and more advanced in the education system. The internet is used throughout the world and now it is widely used in schools for educational purposes. Both teachers and students are learning different ways to bring technologies into classrooms and effectively using them. Internet workshops, Internet Projects, WebQuests, and Internet Inquiry are all models of internet use are well described and discussed by Dr. Donald J Leu through both group discussion/lecture and a brief online handout that expands on Internet workshops and WebQuests (2000). He encourages the use of these instructional models to enhance the learning experience.

All four models allow students to develop certain skills that are necessary in today's technologically developing world. Internet Workshops and Internet Projects help students develop collaborative skills which are helpful within an Internet Inquiry. Internet Inquiries and Internet Workshops allow for independent research which then turns into a collaboration between peers and students from other schools. A WebQuest allows for access to an entire unit. It is a "complete teaching/learning unit for students on the Internet. Students simply follow the directions and complete their learning experiences at a WebQuest site" (Leu, 2000, p. 5). Inquiries and Projects allow for communication skills after content evaluation. Internets workshops and WebQuests are simple to use for both instructor and student while Projects are slightly more complicated since there is an outside of school online collaboration and Inquiries are based on the students independent research on a topic or question of their own. Each model of instruction requires the knowledge of today's fast paced technological environment and it is necessary to bring students into this world with as much knowledge as possible.

My cooperating teacher at New Britain High School informs me that there is a SMART board set up in the computer lab and that they have access to ELMOS. They also have projectors in each classroom. Since the students will have access to a computer lab and the internet, I think having an Internet Workshop would be very beneficial for learning some background information on the literature I will be teaching. I could set up a worksheet with informational websites based specifically on the background or culture settings of certain texts and have the students share their collected information at the end of the week. It would be beneficial for them to know some background and a workshop would be a good way to achieve this.


Leu, D.J. (2000). Instructional Workshop and Webquests: Two Instructional Models. Retrieved from http://www.sp.uconn.edu/~djleu/cue/thu_handout2.pdf.

Week 2 T2P

If a teacher uses a big picture concept to draw ideas and thoughts from his/her students, then the students can develop an understanding of their own responses in relation to the content because they can draw their own conclusions from the teachers initial concept or idea which makes them think for themselves more actively.  They can develop their own style of comprehending what they are being taught.

This was my "If...then...because" statement of the day. While watching the Jerrid Kruse video, I concluded that I enjoyed his method of introducing data interpretation versus the scientific method. He began by asking questions to develop an idea and then had the students expand on that idea which made them think for themselves. He used a constant question and answer method that I believe is important in cognitive development. Rather than spitting information at them, he made them spit information at him all the while directing them in the direction he wanted them to go in. This made me think of this mornings metaphor. I used conducting a symphony but I can now see how that metaphor has major flaws. I will think about a metaphor I'd rather use and post it later but for now I can see how it is important to not only conduct the lesson but have the students conduct back. The whole body learning video was a different experience for me and I can only describe it as almost frightening only because I have never seen this type of reaction from students in my personal experience with students and as a student myself. While I thought it was effective in engaging the classroom, I did not think that the teachers methods of that particular lesson was effective in actually teaching the content.

Seeing the different teaching methods has so far broadened my understanding of what might and might not work in different content areas. As an English teacher, I hope to utilize the question and answer method often because literature is a very open-ended subject when it comes to analysis. On INTEL: I really enjoyed seeing our progress on paper. I realized that although it was more difficult to articulate our ideas, we came through with a much more solid schema on learning and our ideas actually changed for the better.  I will close with a fill-in "If...then...because..." based on my INTEL group work:

If small groups work productively together on an assigned task, then the individual students within the group can improve their own understanding of the lesson content because the peer dialogue, debate, and relevant conversation within the small group can broaden that students' comprehension of the content as opposed to a lecture based lesson which might stifle the various ideas by various students.  

Week 1 T2P

When I walked into class this morning, I did not know what to expect. Now I have a much better understanding of what is expected of me. The assessments of the day proved to be both stimulating and enhancing. The work I did with my INTEL group gave me a great insight on different experiences that led us all to wanting this profession. I also learned about our similarities which will help me get a good reflection on myself through work with other people. The dynamic of both the group and the class as a whole seems to be a very positive one while maintaining diversity in many areas such as dominant learning styles and experiences. I thoroughly enjoyed learning about myself through the questionnaire. I had assumed that I was dominantly a visual learner when I was assessed as an aural and physical learner which was very interesting considering my self-assessment. I hope to enhance my understanding of the way my peers and others learn and how they thought they learned before their assessments.

"If...then...because..."
In the data group, not many tend to be aural adult learners. Those who are seem to come from families with siblings in a suburban or rural setting. If an adult leaner is an aural learner, then they (along with social learners) tend to be successful learners because they use their listening or aural skill sets in their learning environment.