Carrying Out Your Game Plan

In evaluating my game plan, I spent a great of time trying to download a digital application. It is an Android 1.5 device. The technology will not work on any of my devices. I owned an I phone, I pad and IPod. In order to know whether this will work I need to try it out first, then I will know if this Android device will meet the student needs. My personal devices are manufacture by Apple. I still did not get my answers. I feel good about the device but need to do more research on how the application works. The digital tool is called “Postpartum nursing document. I was very excited when my professor made this suggestion to check it out. I would love to talk to someone that uses the Android digital tool. Additional information needed is to see if I can find an application with Apple. Even, if I am able to download this device. I want it to be a user friendly device. If am having such a hard time, will my students be able to download this device. What measure will I need to have in place to get this application for my students? Due to time being a factor, have not done a lot but I know my key learning this week is finding out about Universal design to learning (UDL). UDL is a guide to help educators create a lesson plan for diverse learners. I need to provide a plan to meet diverse students. One way is to have a goal, take action, and monitor my plan and to evaluate. One step is to realize that working in groups will help the student achieve their goals. Teaching student to learn by digital device will help prepare my student for the environment in the 21-st century. Susan

Game Plan for Technology Use

The Game Plan for Technology Use On the university level, educators are presenting lesson plan the old traditional way, the student take notes, remember the material, and then replicate the information on the exam. This is referred as the transmission mode (Frederick, 2007). In this way, the students are passive versus active recipients of the lesson plan (Frederick, 2007). However, if the students are actively engage with using digital tools and resources then they hold some accountability for their own learning. In this day and time students are culturally diverse. My plan is to stay on top of things. I saw this image (Figure A) and I think it fits so many educators today, including me. We are cramming so much information in our students and they still lack the skills necessary to do the lesson plan. Looking back over the years already spent in nursing has given me the ability to face situations with an open mind. Goal setting is essential for personal growth. All of my goals will contribute in making me an effective educator. I will embrace my learning as a tool to master each goal. I will need to welcome constructive criticism to be successful in the teaching arena. Learning how to use digital tools, and resources will be effective in my professional growth. Collins & Porras (1997) stated, “It is better to know who you are than where you are going, for where you are going we will almost certainly change” (p. 222). Game Plan #1 1. I will need to know my students. Work more with my objectives for the lesson plan that they are clear to the student in terms of learning outcomes (Cennamo, Ross & Ertmer, 2009). 2. I will use the internet in the classroom to explore concerns and solving authentic problems. 3. I will let my lesson plan reflect student evaluation on ways to improve student learning. 4. I will do more group work to provide more opportunity for students to learn from each other and social skills that is necessary for the work force. Game Plan # 2 1. I will assess the student’s experience with the use of the computer. All students will have a chance to attend a one hour library session to obtained experience hands-on –experience and tutorial available to gain more knowledge. 2. I will have every student to fill out a learning style survey to better address learning activities using digital tools and resources. 3. I will evaluate and reflect on current research and professional practice on –going to make effective use with digital tools. As an educator, we find ourselves not connecting with our students and lacking understanding of key concepts. References Cennamo, K., Ross, J., & Ertmer, P. (2009) Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.) Belmont, CA: Wadsworth, Cengage Learning. Collins, J. C. & Porras, J. I. (1997). Built to last: Successful habits of visionary companies. Harper Business. Fredericks, A. (2007). Teaching college. New York: Penquin Group (USA) Inc. The author of this book presented tips and suggestions to help teachers to be successful in teaching college. He covered important topics that are very easy to read and understand. Also, includes effective strategies that work in a classroom setting International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

Personal Theory of Learning

I had the opportunity to reflect back on what I learned this past six weeks. I felt comfortable with adult learning theory but did focus in on strategies to enhance learning. I had the opportunity to clearly understand the learning process and ways to helped students to understand how the brain receives, organizes, and retrieves information. The information model on how the brain works was quite interesting to me and Dr. Wolfe's did a wonderful job in presenting the information. The process starts out with reducing environmental stimuli; the information is process by senses, information transformed and coded in short-term memory, and then long-term memory. The long-term memory for the student poses a problem retrieving the information but “education involves assessing how a learner attends to, processes, and stores the information that is presented as well as finding ways to encourage the retention and retrieval process” (Bastable, 2008, p. 62). I learned information can be loss in the short-term and in order for information to move to long-term I need to assess the student and understand diverse ways to facilitate the learning process. By paying attention to the environment stimuli the student may process the information and become less distracted on what needs to be learned. This course focuses on all learning theories separately and I had to identify technology tools, and instructional strategies to support learning in the classroom. Dr. Orey’s lecture was meaningful to me as he discuss each theory and helped in providing instructional examples to facilitate learning in all theories. I have two long-term goals that came out this past week. First, I would like to increase my comfort level in the voice thread tool. This could help me with my weaker students in understanding the content. I plan to read up on the voice thread on the different strategies that can do done with this instructional tool. Secondly, I want to connect with the websites that my professor provided to see if any of the lesson tools are appropriate for adult learners. Reference Bastable, S., (2008). Nurse as educator: Principles of teaching and learning for nursing practice (3rd ed.). Canada: Jones and Bartlett Publishers, LLC. Laureate Education, Inc. (Executive Producer). (2012). Brain research and learning [Motion picture]. Bridging learning theory, instruction, and technology. Los Angeles: Laureate Education, Inc.

Week 5 Additional Assignment I liked to invite you to my new voice thread on the need to practice your clinical skills. You can find this posting at http://voicethread.com/share/3493516

Cooperative learning and the Connection with Social Learning Theory In my profession group learning assist the student on how to interact with their peers and members of the health care team. It helps them to identify what knowledge they know and focus on what they need to learn. It helps them to incorporate skills that are necessary for the future. It assists the student in figuring out what was done and how to make it right. Bandura, the well-known theorist stated that learning through modeling is more a matter of abstracting rules than mimicry. It is not simply “monkey see, monkey do” (Bandura, 1995). I have found that cooperative learning is the effective instructional strategy to helped students to role model behavior that needs to be done before going into the hospital. I used simulation as a tool to emphasize social construction of knowledge. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.

Constructivism in Practice

Constructivism is a way for the student to examine what more does he or she needs to know about the content in order to make their finding, According to (Pitler, et.al., 2007) doing a research study could be a way to construct new knowledge and add to previous knowledge. This activity presents students with no clinical placement to do clinical. So the student begins to think of underlying issue that relates to this problem. That issue could be no appropriate place to practice clinical procedures leading to the lack of practical and critical thinking skills. Then the student would determine what the problem and the significance of the problem. The student would have a chance to understand the process in finding a solution. The next step would lead to conduct a research project. The research would include gathering the data by reading relevant literature; identify the research questions, data analysis, and findings. The student is building on external artifact to build or construct on existing knowledge. Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitive Learning Theory

Cognitive Learning Theory Cognitive learning theory has a place in nursing education as well as behavior learning theory. We tend to do more with cognitive learning theory than behavior. I try to make connections so that the learner can make sense to new knowledge. There are so many facts to remember and our brain needs help to retain this information. Just today, I was talking on fetal alcohol syndrome and was able to YouTube and found some interesting images to help the student to process and make that connection between a normal baby and a fetal alcohol baby. The learner is mostly self-directed and use real lived experiences to connect theory with clinical practice. In nursing, we say this a lot, we just want our students to think outside the box. Concept is one way for the learner to see the big picture before his patient condition is not so good. The concept map helps the learner to gather up data, organize his thoughts from simple to complex. Also, helps to linked concepts and show a relationship between the two. This is a good collaborative activity for the student to brainstorm their ideas. According to Orey (2012) shorten memory has to have time to process, then move on to deeper learning that lead to long term memory. In general, this learning theory strategy would be helpful for the educator if she does the following: (a), have learners indicate how they believe they learn, (b), assess the student’s mistake, (c) be attentive on the student on their ability to remember things (Bastable, 2008). Bastable, S. (2008). Nurse as educator: Principles of teaching and learning for nursing practice (3rd Ed.). Mississauga, Ontario, Canada: Jones and Bartlett Publishers, LLC. Laureate Education, Inc. (Executive Producer). (2012). Cognitive learning theories [Motion picture]. Bridging learning theory, instruction, and technology. Los Angeles: Laureate Education, Inc.