Of all the
assignments for this course, I felt like this one should be the easiest. As I started to write this post, however, I
discovered it was harder than I thought.
The reason it was difficult is because I have learned so much since the
first week of this class. Prior to this
class, I knew of various learning theories, but cannot say I fully understood
the impact they have in the classroom when it comes to planning a lesson,
implementing technology, and even executing the lesson.
Since the first
week of this course, my personal learning theory has changed to encompass
multiple theories. During the first
week, I stated I tended to take a social constructivist approach to learning,
but was also concerned about the environmental and behavioral factors that can
affect learning. While I still maintain
social constructionist as one of the stronger approaches to learning, there is
balance to incorporating many learning theories and instructional strategies in
the classroom, just as there is balance to meeting the diverse needs of
students in the classroom. For example,
in a lesson I recently conducted on constructing concept maps with a group, the
lesson is primarily rooted in social constructionist learning theory through
cooperative learning. However, concept
mapping is based in cognitive learning theory as the students are creating a
visual representation of the network model of memory (Laureate Education, Inc.,
2011b). In addition, behaviorist
learning theory is at work in classroom management through the reinforcement of
desirable behaviors and punishment of undesirable behaviors (Laureate
Education, Inc., 2011c). All teachers
need knowledge of learning theories in order to create a learning environment
that is successful for all students (Lever-Duffy & McDonald, 2008). From those learning theories, the teacher can
then develop a view that pulls relevant pieces of each theory to meet the needs
of students or the needs of a lesson’s objectives (Lever-Duffy & McDonald,
2008).
When using
educational technology, this course has helped me to understand the purpose
behind the technology and how it should be viewed in the classroom. Kevin Jarrett stated it best when he said,
“Technology should be transparent. It
shouldn’t matter what you are using.
The focus should still be on the objectives for the lesson” (Laureate
Education, Inc., 2011e). Keeping the
learning theories and instructional strategies in mind, it is important for
teachers to stay student-centered where students are active learners using the
technology (Laureate Education, Inc., 2011e).
Gone are the days when a teacher could lecture to the class in a
teacher-centered approach and students learn.
Technology should be viewed as a learning tool engaging students in the
lesson by creating rich experiences that help students use multiple modalities
to aid in the retrieval of information from memory later (Laureate Education,
Inc., 2011f).
One of the
immediate adjustments I need to make in incorporating technology into my
lessons it to really evaluate if the technology tool is enhancing the lesson or
if I am including it because I think it is neat. I tend to get caught up in a tool because I
think it is fascinating to use, but I need to ask myself if it aids the
objectives of the lesson or if there is a tool that may be less fascinating,
but relates to the lesson better. Two of
the tech tools we discussed in this class are VoiceThread and
SpiderScribe. Both are tools that I plan
to implement on a regular basis into my classroom instruction. Both also are rooted in constructionist
learning theory as you are creating an artifact (Orey, 2001). “VoiceThread allows the creation of powerful
learning experiences with students in very little time” (Laureate Education,
Inc., 2011d). Students upload their
slides to the VoiceThread website. Then
students can respond with text, voice, or video to give feedback or add
comments. It creates a conversation of
sorts that can take place. The other
tool, SpiderScribe, can be used in isolation or in conjunction with other
activities such as a virtual field trip.
SpiderScribe allows for students and teachers to create beautiful
concept maps in very little time. The
concept maps can be enhanced with pictures, links to other resources or videos,
and maps. By creating a concept map,
students are creating a visual representation of the connections between ideas
which will aid in studying and retrieving the information presented on the map
at a later time (Laureate Education, Inc., 2011b). For example, virtual field trips are
experiences that allow students to visit places they could not ordinarily go
for various reasons. Information they
find while on the virtual field trip could be organized into a concept map
around an essential question.
As I was
considering the instructional skills I used prior to this course, I admit I was
mainly focused on direct instruction. I
did allow students to work in groups, but was primarily teacher-centered in
instruction. Through this course, I have
become more confident in using student-centered approaches to learning and how
powerful the learning experiences can become when the student is in charge of
the technology and driving instruction.
In the past, although I made adjustments and students did work
cooperatively, I felt project based learning or cooperative learning had many
issues to overcome that prevented me from implementing it on a regular
basis. I also felt they were too time
consuming to deviate from everything else that is supposed to be accomplished
in the year. After careful
consideration, I have come to realize that if teachers take the time, the students
will learn more content than you might originally think and probably more
efficiently (Laureate Education, Inc., 2011a).
My first long term
goal is, upon returning to a traditional classroom, I would like to work toward
incorporating a project based learning activity that spans across the curriculum
each semester. Specifically, I would
like for my students to collaborate with students in another part of the world
on a real-world problem. Realistically,
I need to find other teachers to work together in planning of the project so
there is a support system in place both on this side of the world and wherever
the other students may be located. It
will also make it easier in managing the students if there is more than one
mentor available. In order to achieve
this goal, it will be important to start small.
For example, so students can adjust to using tech tools such as Skype,
students may first collaborate with another class in the building, then another
school in the district, and continue to expand outward from there. This will be important for students to learn
the technology and develop a comfort as well as to work out any technical
issues that may happen.
My other long term
goal is to have command of all nine clusters of effective research-based
instructional strategies: identifying similarities and differences, summarizing
and note taking, reinforcing effort and providing recognition, assigning
homework and practice, creating nonlinguistic representations, using
cooperative learning, setting objectives and providing feedback, generating and
testing hypotheses, and using cues, questions, and advanced organizers (Laureate
Education, Inc., 2011a). It is
unrealistic to think I can start using all nine, but instead should choose one
or two and focus on those clusters for a couple of years and then gradually add
more as I become comfortable with implementing them and explicitly teaching the strategies to
students (Laureate Education, Inc., 2011a).
When considering the instructional strategy being used, it will also be
just as important to consider the technology being used. I would like to develop a list of technology
tools matched to specific instructional strategies they can be used for,
although I realize there will be some overlap.
This list will be developed over time, although my personal goal is to
find at least one new technology tool to explore each week to add to the
list. I have already gained several to
start the list from this course. This
list will serve as a resource for me as I gain command of the instructional
strategies to know what technology could be used in school and at home in
support of the instructional strategy and become more student-centered.
I admit I was not excited about this class when I first started it, but through
it I have gained understanding of so much more than just what I have talked
about here. The more technology I learn
about, the more excited I get about working with my students to show them the
world of possibilities that are out there to make learning fun and
engaging. Overtime, I will continue to
digest the information from this class as well as others to apply it
effectively in my classroom. As I
journey deeper into this program, I am excited for what the next year holds.
References
Laureate Education, Inc. (Producer). (2011a). Program eleven:
Instructional strategies, Part one [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 four: Behaviorist
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). (2011d). Program ten: Spotlight on technology:
VoiceThread [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). (2011e). 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
Laureate Education, Inc. (Producer). (2011f). Program two: Brain research
and learning [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.
Orey, M. (Ed.). (2001). Emerging
perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
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