Reflection

     This is the final week of our course, “Bridging Learning Theory, Instruction, and Technology”.  As I look back to where I started during week one, I know that I have learned so much that will have an impact on my teaching.  I am eager to continue implementing technology and applying different instructional strategies in my instruction.

Reflection on the “Personal Theory of Learning”

After re-reading my “Personal Theory of Learning” I have realized that what I believe still holds true, and in fact, I believe it even more.  More now than ever, I believe that every child can learn and succeed.  My feelings are even stronger that it takes a combination of all of the learning theories, instructional strategies, and technology tools to be an effective teacher.  I mentioned that Lever-Duffy and McDonald (2008) stated in Theoretical Foundations that, “To be effectively used, educational technology should not be segregated from the teaching and learning that it supports” (p.3).  I think this goes hand-in-hand with our discussion about technology as an instructional tool versus a learning tool.  It is so important for students to be using the technology in the classroom, not just the teacher.

Immediate Adjustments

As a result of my learning in this course, I have, and will continue to be, more cognizant of how I use technology in my classroom.  I will use and implement technology more often as a learning tool than as an instructional tool.  One of the most important things according to Dr. Orey (Laureate Education, Inc., 2011c), is to get technology in the hands of students.  I will also keep in mind the many different learning theories that were addressed in this class and how they correlate to different types of technology.  I have already incorporated many different technology tools into my instruction.

Technology Tools

The two types of technology that I would like to use with my students the most are concept mapping tools (advance organizers) and VoiceThread.  I believe that using concept mapping tools in my classroom will allow learners to showcase their own learning.  According to Dr. Orey (Laureate Education, Inc., 2011b) concept mapping tools allow students to replicate the network model of memory.  Concept maps allow for the use of effective images.  Learners can also visualize and make connections between ideas (Laureate Education, Inc., 2011b).  VoiceThread can appeal to learners of all modalities; auditory, visual, and kinesthetic.  Students can create a VoiceThread together as part of a collaborative group.  VoiceThread can also be used as part of jigsaw groups and students can teach each other content material.  Cooperative learning groups are an excellent method to use VoiceThread with because students can interact with one another.  Cooperative learning is an important strategy to use because it makes each student responsible for their own learning, as well as the learning of others (Laureate Education, Inc., 2011a).  Incorporating jigsaw groups and cooperative learning along with VoiceThread will help deepen the understanding of content because students are teaching it to each other (Laureate Education, Inc., 2011a).  There are many other technology tools that I would eventually like to incorporate as well, but these will be my main focus to start.

Long Term Goals

The first long term goal I have is to use VoiceThread and mind maps (such as those from www.cacoo.com or Kidspriation app).  So far, I have used mind maps in two different lessons and one VoiceThread, and the students have loved it.  We have only used these for small group activities and group completion.  I would like to use mind maps and VoiceThread to have students show understanding of a lesson or topic in a content area.  Students could also teach their peers different content using these tools.  Using different cooperative learning groups will allow for use of these tools as well.  I will make an effort to transform lessons so that students would be able to use these amazing tools.  I will do one lesson at a time and make sure I teach students how to use each tool.  I also want to share these tools with my colleagues and encourage them to find ways to incorporate them into their instruction.

A second goal I have is to use my SMART Board as a learning tool more often than using it as an instructional tool. I have used SMART Boards before but I am getting a new on in my classroom and I am so excited about the opportunities I will have.  SMART Boards can be a very engaging instructional tool, but they can become even more powerful if I have students use it and manipulate different tools on the board.  During some lessons we can create a mind map together using the SMART Board and I can allow the students to add nodes, text, and pictures.  I hope to find other ways to use the SMART Board as a learning tool as I learn more about it.

Final Thoughts

I know that I have learned so much from this class and I have to remind myself to take small steps towards integrating technology.  If a teacher tries to make it happened overnight, it will be for the wrong reasons and it will not be effective for student learning.  I am eager to continue this journey!

References

Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011c). Program thirteen: Technology: Instructional tool vs. learning tool [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

 

Connectivism and Social Learning in Practice

        This week we have focused on connectivism and social learning and different learning strategies that can be incorporated with these learning theories.  These learning theories, along with the several other theories I have discussed in past weeks, all have a place in the classroom.  I feel each learning theory plays and important role in the classroom and it is important for teachers to understand each theory. 

Connectivism

        Connectivism is a theory that says knowledge exists in the patterns of how different concepts are networked (Laureate Education, Inc., 2011b).  This theory relies on interacting with others and making connections to other information.  Siemens (Laureate Education, Inc., 2011b) stated that “learning is the act of forming networks and navigating networks of knowledge”.

Social Learning Theories

        In the video, Social Learning Theories, Dr. Orey discussed Zone of Proximal Development (ZPD), More Knowledgeable Others (MKO), Situated Cognition, and Cooperative Learning.  Each of these theories makes up social learning theories.  Orey (Laureate Education, Inc., 2011a) discussed that students are engaged in constructing artifacts and communicating with others. MKO theory states that a person can gain knowledge from interacting with others such as parents, teachers, peers, and even computers (Laureate Education, Inc., 2011a).  According to Kim (2001) culture and context are extremely important to understanding the society and creating knowledge. 

Cooperative Learning

        This week in Using Technology with Classroom Instruction that Works we read about cooperative learning.  Cooperative learning is a strategy that has students work together in groups to enhance their learning (Pitler, Hubbell, & Kuhn, 2012).  In cooperative learning you can grade the group as well as the individuals.  According to Orey (Laureate Education, Inc., 2011a), using cooperative learning means that students are responsible for each other’s learning and there is a group consequence or reward. 

        There are several different ways teachers can use cooperative learning.  I have always enjoyed using jigsaw groups.  Jigsaw groups allow students to teach each other content and allows for deeper understanding of that content (Laureate Education, Inc., 2011a).  Students can also use many different technology tools to cooperate and collaborate with each other.  A few examples of these would be using a blog or wiki, using Google, or even Facebook.  This week we were asked to explore a tool called VoiceThread.  Using www.voicethread.com students can create a project and comment about different items throughout the project by recording their voice or typing their responses.  Here is an example of the voice thread I created for an upcoming lesson:

https://voicethread.com/share/5612023/

 

Final Thoughts

        I believe that connectivism, social learning theories, and cooperative learning are all very important pieces in the classroom.  I feel it is important to remember that not all students will enjoy group work and not do complete every unit or lesson in this manner.  I think the best approach is a well-rounded approach, using several different learning theories.  I recommend you check out the following websites!

http://www.jigsaw.org/

This is an excellent website that offers tips and techniques for using jigsaw groups in your classroom.

http://www.simplypsychology.org/bandura.html

This is a good article about Social Learning Theory and an excellent website dealing with several of the learning theories we have explored.

Resources

Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved April 2, 2014, from http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program nine: Connectivism as a learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.