Final Reflection

Reflect on the “Personal Theory of Learning” you developed in Week 1. Summarize any modifications to your personal theory of learning you have made as a result of your learning in this course.  

This course has reinforced many of my teaching practices as well as sparked an interest in learning about different ways to teach and how my students best learn. During week one I created a personal learning theory. As I look back on the assignment I can see that I use several different learning theories. Constructivism, behaviorism, and cognitivism (Orey, 2009)  all play a role in my classroom.  I will continue to strive toward active learning for my students. This constructivist model (Orey, 2009), in my opinion, is a key component in engaging students in authentic learning experiences. I will try to emphasize even more the different modes by which students learn. After taking this course I realized how much more I want to step back and allow students to construct and create meaning. I would like to give my students even more opportunities to work collaboratively, as well as find different ways to help them conceptualize material.

Describe any immediate adjustments you will make to your instructional practice regarding technology integration as a result of your learning in this course. Identify two technology tools you would like to use with your students and how the tools will support or enhance your students’ learning. 

This course has not only increased my knowledge of learning theories, but also the technologies that support them. I feel confident with my ability to use technology when teaching. I now want to move towards handing the technology over to my students. I have already started using PowerPoint presentations more with my students. I used them as a teaching tool, but I now use them more readily as a learning tool. My students are so eager to design and present their work using PowerPoint. The students are able to cultivate a skill that they will more than likely need as they enter the working world. They also learn how to work with one another, troubleshoot, synthesize information, and present information. Another easy to use and relevant tool that I learned about during this course was VoiceThread. I would also like to start using this tool in my classroom. So often students do not get to share their ideas or projects in class because of time constraints. I would like to start using VoiceThread as a way for students to post their work and receive feedback from peers, teachers, parents, and administration. I think this tool will create great pride in student work, as well as help the students see the benefits of social based websites that go beyond networking.

List two long-term goal changes you would like to make to your instructional practice regarding technology integration and outline a strategy for achieving them.

Overall I hope to continue using technology as a teaching tool, but want to increase my ability to use it as a learning tool. As technology continues to grow and advance I want to be prepared to grow along with it. One long term goal that I have is to stay breast of online tools that I think will be beneficial to my classroom. As I went through this course I was exposed to so many free online tools that I never knew existed. One can only assume that these kinds of programs will continue to be developed. I want to be able to take advantage of these tools and become proficient in using them, so that my students can use them.  There are several tools that I learned about in this class that I would like to learn how to use more effectively over time. I plan on reviewing those I learned in class as well as committing time to seeking out other tools through collaboration and personal searches.

I would also like to continue learning about the functions of the brain and what kinds of technological tools are available. I believe I can achieve this goal through personal research of scholarly articles as well as through collaboration with colleagues. A subscription to an e-newsletter may be another good resource for staying abreast on brain research and complementary technology tools. 

I am once again grateful for yet another class where I was able to learn and grow in my profession. This course exposed me to technology tools, strategies, and theories that I know I will use in my classroom. Now more than ever, I want to work towards using relevant technology, and more importantly,  placing that technology into the hands of the students.

References

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

 

Social Learning

The social learning theories promote learning from others. I really do believe that so much of our world understanding comes from our social interactions. Parents, friends, colleagues and media play a huge role in one's knowledge and perceptions.  Cooperative learning, as described in this week's reading, can be taken to a whole new dimension with technology. Students are able to learn from one another within the classroom as well from experts and other students from across the world. The Internet has greatly broadened our abilities to obtain information, especially primary resources. Programs such as epals or intercultural email connections, enables students to learn first hand from other people from across the globe. Within the classroom students can work together to build websites, create multimedia projects, videos, and webquests. Students are able to increase their technology skills as well as their ability to communicate and synthesize information. As students are placed in heterogeneous groups they are able to teach and learn from one another as they complete tasks assigned by the teacher.
On a personal note I think it is important to remember to meter the usage of the cooperative model. Because students come to school with misconceptions, it is important that we make sure that we monitor group work closely so that students are not perpetuating those misunderstandings. The same is true of the Internet. We have to teach our students how to to be savvy consumers of a resource (the Internet) that has no filters or safeguards against false information.

My VoiceThread post is found here: http://voicethread.com/share/1372853/

Contructionist Learning

The constructionist learning theory essentially places learning in the hands of the learner.  The teacher takes on the role of a facilitator and allows students to learn through authentic experiences. The technology tools presented this week lend themselves well to this style. Through generating and testing hypotheses students are able to learn first hand through investigations, problem solving activities, and simulations. Technology aids the students in research, synthesis of information, and presentation.

The Internet has opened a huge door to information that was not readily accessible 20-30 years ago. Students are able to ask a question and find the answer sometimes with a simple click. Excel spreadsheets allow students to aggregate data, analyze it, and transform how the data is presented. Students are able to spend more time focusing on the main learning objective. The process of identifying a problem then finding a solution and presenting it, causes students to learn by trial and error. The old saying "some people have to learn the hard way" may apply in some circumstances. Video conferencing and email have streamlined communication and allow students to confer with experts.  Technology has changed how students present information as well. Video production and PowerPoint are not only engaging but more true to how the students take in information. Their final product or creation is the driving force behind the constructionist model.

Engagement and real world experiences are major components to the constructionist approach. This week's resources show the benefits and give supporting research results of its effectiveness. I cannot help but feel a little overwhelmed every time I see examples. I am sold that PBL is an excellent way to teach, but I have a difficult time making it fit into the box that I must work within in my school district. Classroom management, grade quotas, a lack of student technology skills due to the digital divide, and a lack of knowledge on my part as to how to plan for these activities causes me to feel apprehensive. Am I alone?

Cognitive Learning Tools

The cognitive learning theory essentially promotes learning by doing. Through listening, watching, and experiencing, the learner is able to make solid cognitive connections and retain information. According to Dr. Michael Orey (2009) the integration of multiple senses is essential to the cognitive learning theory. I think that most people would agree that their most vivid lessons learned were those that happened through experience. This week's resources described numerous tools that complement the cognitive learning theory. I find that these tools greatly enhance a student's learning experience.

Word processing and spreadsheet tools allow teachers to streamline instruction as well as provide visual aids for students. At the beginning of the school year I created a small summary checklist for students to refer to as they completed a weekly reading log. I would like to start using the "tracking changes" function on Microsoft Word. As the students are able to physically see which information is deleted from an excerpt, they will be able to more readily stop and talk about the summarizing process and have a common piece of text to refer back to.

The numerous multimedia tools, presented this week, make learning so much more engaging and real to students. An online field trip exposes students to places they may never have a chance to visit. I look forward to taking my first online field trip soon. Our students take in so much media on a daily basis. Why? I think because it is easier for the brain to process and consume. I try to use this to my advantage as much as possible and use video clips and PowerPoint presentations whenever I can.  These tools are especially useful for students who have limited background knowledge. It all seems to go back to Dr. Pat Wolfe's (2009) description of how the brain needs to make connections to what it already knows. The ease in which concept map's can be transformed into an outline not only appeals to multiple forms of knowledge acquisition, but also makes our jobs easier. Technology really has created an open door for teachers to go beyond telling and into the realm of showing and doing.

References
Laureate Education, Inc. (Executive Producer). (2009). Brain Research and Learning [DVD]. Bridging learning theory, instruction, and technology. Baltimore: Author. 

Laureate Education, Inc. (Executive Producer). (2009). Cognitive Learning Theories [DVD]. Bridging learning theory, instruction, and technology. Baltimore: Author. 

Behaviorist Classroom Connections

The behaviorist learning theory is alive and well in today's classroom. I find myself using it daily when it comes to behavior management techniques. In general it seems as though we live in a world that expects instant gratification. This need to know "right now" aligns with the behaviorist model.   Some of the tools I learned about this week in class, caused me to realize how often I still use the behaviorist method. I must admit I resist admitting to using this style when it comes to behavior management, because I sometimes feel like the students aren't truly learning to be good citizens but rather acting in a certain way so that they will receive a positive reward, or abstain from receiving a consequence. I always make sure that it is not my only method.

The technology based behaviorist tools are great assets for a teacher as long as they do not see them as the only way to teach. I think it's important to use technology like the computer based tutorials, practice modules, and games as reinforcement. Students find them more engaging and teachers are able to use them as a form of assessment. This is a win win situation. Technology also enables the teacher to give more immediate and specific feedback by way of rubrics and data graphing. This faster form of communication can effect a students level of engagement, involvement and success for the next assignment. Certain online tools enable teachers to collect and aggregrate data and present it to the students to help them see the tangible benefits of hard work and effort.

The behaviorist technology tools model do not cater to students who may struggle greatly with motivation. As long as a student is getting something right or receiving positive feedback they will choose to continue, but some may feel discouraged if they are exploring a program that only shows them how poorly they have completed a task. As with anything the instant gratification of an online game or tutorial could backfire and end up discouraging a student if it was his or her's only metric. Tools that provide instant feedback lack the follow up students need to extend their knowledge and take learning to a more mature level, where students are more intrinsically motivated.

 I look forward to taking advantage of new online resources I've learned about. I will make sure that I use it in a way that will give students an opportunity to hone specific skills.