Sunday, June 17, 2012

Final Reflection for Bridging Learning Theory, Instruction, and Technology course

My personal theory of learning has not changed much since the first week of this course, except that I would like to add that I think social learning is a very important way people construct meaning.  Adopting social learning instructional practices has strong implications for engaging our students in the learning process.  Dr. Orey, in the video "Social Learning Theories" (Laureate Education, Inc., 2011), defines SLT to be when students are actively engaged in constructing artifacts and conversing with others.  Having students collaborate is a powerful strategy for learning. I still subscribe to the Constructivist Perspective.  I agree with it in that children build cognitive structures during the various developmental stages.  Jean Piaget said it best that when children encounter something new and it fits into their prior experience, they assimilate it (Lever-Duffy & McDonald, 2008).  If a child does not have a cognitive map then they accommodate this new information.  This makes knowledge always under construction.  In reflection, studying the different learning theories has refreshed my memory and deepened my understanding of Social Learning, Connectivism, Constructionism/Constructivism, Cognitivism, and Behaviorism.   

During the past seven weeks, I have learned many new ways to integrate technology in my classroom, and the difference between technology tools for instruction versus learning.  I learned what a Concept Map is, and how to use http://www.spiderscribe.net/.  The Concept Map has become a way for me to organize information, include video links, images, and words to help teach a lesson.  Plus, my students can drag the nodes around on the Concept Map using the interactive whiteboard. When students are given the chance to interact with a whiteboard it is engaging and fun for them. It is best to teach small chunks and integrate multiple senses to improve learning, as Dr. Orey discussed in our class video "Cognitive Learning Theories" (Laureate Education, Inc., 2011).  A Concept Map makes this possible.  I have also learned how to use VoiceThreads.  I am very excited about VoiceThreads, and the applications inside and outside of the classroom.  My students can make comments on a particular image, photo, artwork, or subject.  They can choose to speak, write, or video their responses.  This helps meet the diverse needs of the students in my classroom. I can ensure I am incorporating technology tools that enhance and support students' learning by making sure I am focusing on active learning.  For example, interactive whiteboards are teacher-centered, and if a teacher is just reading off a PowerPoint presentation, this is not student-centered or active learning.  However, PowerPoint can be used to support Paivio's dual coding hypothesis (Laureate Education, Inc., 2009) by using images in instruction instead of text.  Using images or pictures can be found on http://www.clipart.com/ for free and ensure comprehension.  WebQuests, PowerPoint, wikis, blogs, and podcasts can be used to promote constructivist and constructionist lessons by providing links to support their arguments, representations of activities, feedback, collaboration, and individualized assistance.   

I would like to use more Virtual Field Trips and simulations in my classroom.  Educational simulations can have children take on a persona and experience a life based on real-world statistical data.  For example, School Tycoon (http://www.schooltycoon.com/) enable kids to build a school to their liking.  Children can take on the role of different disciplines.  What a fantastic way to engage students.  Virtual Field Trips and simulations have connections to real-world experts.   They are both visual and auditory, which makes the learning very concrete. All learning takes place in the brain, and our brains are very visual.  Dr. Patricia Wolfe discusses this in our classroom video titled Understanding the Brain (Laureate Education, Inc., 2011).  The more visual aids a teacher can incorporate, the more chance students have to learn.  Simulations work to educate doctors and astronauts, so why not for elementary school children? 

One of my long-term goals for instructional practice regarding technology integration is to push for one-on-one computing in the elementary classrooms at my school.  Right now I only have four computers in my classroom, and we go as a class to the computer lab once a week, for 45 minutes.  This is not enough time.  I am going to sign up to be on the Tech Committee this coming Fall of 2012, so I can be part of the planning and implementation of more computers in the classrooms.  My other long-term goal is to continue to educate myself, and get proficient at using the new technologies that I am learning about.  Then, when I have finished this Masters program, I can lead Staff Developments at my school on how to integrate technology into your classroom.  The principal at my school has already shown an interest in me conducting these Staff Developments, and my reply is, "Just give me a year and I'll be ready". 

Reference List

Laureate Education, Inc. (Producer). (2011). Cognitive learning theories. Retrieved from

Laureate Education, Inc. (Producer). (2011). Social learning theories. Retrieved from

Laureate Education, Inc. (Producer). (2011). Understanding the brain. Retrieved from

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.





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