Final Reflection

When I began the course, Bridging Learning Theory, Technology, and Instruction, I was asked to develop my “Personal Theory of Learning.” Knowing that each student has different needs, it seemed near impossible to find a one-size-fits all method. Research offers a great deal of information about the processes in the brain during learning and variations in aspects of individual learning such as different learning styles and multiple intelligence's. In reality everyone learns differently, the brain is an immensely powerful processor.  The relationship between theories of learning and educational practices can be complicated by dozens of variables including certain teaching practices that can inhibit learning by discouraging, ignoring, or punishing the brain’s natural learning processes. As an educator we must design learning around student interests and make learning contextual. Educators must structure learning around real problems, encouraging students to learn both in and outside the classroom.  Finally student assessments should allow them to understand their own learning styles and preferences. This way, students monitor and enhance their own learning process. Education is constantly evolving and core subject knowledge is no longer enough to keep up with the demands of the 21st century. Students must be able to “use their knowledge and skills—by thinking critically, applying knowledge to new situations, analyzing information, comprehending new ideas, communicating, collaborating, solving problems, making decisions” (Honey, et al, 2003, p. 9).

As a result of this course I will make adjustments regarding technology integration by following what Dr. Orey stated, “You want to have your children be active in the learning process, regardless of which approach you take” (Laureate Education, n.d.). Technology integration, if done properly, can do many things to help in the process of creating more following authentic learning environments and more. Technology can also enhance student learning by utilizing various learning styles to fit the ever changing needs of each individual student.

I learned so much from week to week about how instruction that I find it difficult to choose only two new technologies that I will use in my classroom. One of the tools that I found of great use is the idea of using concept maps in the classroom. A concept map is a visual organizer that can deepen and enrich a students’ understanding of a new concept. A concept map is a type of graphic organizer which helps students organize and represent knowledge of a subject, using a graphic organizer allows students to think about the concept in several ways. Most concept map organizers engage students in answering questions such as, "What is it? What is it like? What are some examples?" Concept maps begin with a main idea or concept and then branch out to show how that main idea can be broken down into specific topics deepening a student’s understanding and comprehension of the topic. Working with students to complete the concept map provides a great opportunity for a virtual field trip, it will give us an opportunity to visit a place we can’t go to in real life by utilizing technology. The second form of technology that I will be incorporating more in the classroom is Voice Threads. As with concept mapping, Voice Threads can be used in a variety of content areas. A Voice Thread could be used to post problems, as a critique, book reviews, the ideas seem endless! In addition, this is a great resource to encourage collaboration in the classroom.

Two long-term goal changes I would like to make in my instructional practice regarding technology integration is staying abreast of new and useful technologies. Technology can assist students while they are working collaboratively or cooperatively on assignments that builds on social learning and other forms of learning. Technology tools which allows students to “share” their assignments and work together to create projects include classroom Wikis, Blogs, Web Quests, and Google Docs are just a few. Technology also supports the social learning theory through the use of PowerPoint, visuals, and handouts (Laureate Education, n.d.). While students are involved in social learning they are strengthening their decision-making, collaboration, communication, and conflict-management skills (Orey, 2001). My second goal is to teach my students about blog so that we can transition to utilizing student blogs on a daily basis. I would like to implement a question of the week where students can respond by posting, I would also like to have a word of the day.  The blogs will showcase what the students are writing. I think blogs are a great idea on many levels, my only concern is not being able to monitor them constantly. The education blog can be a powerful and effective technology tool for students and teachers alike. Blogs are:

·                     Highly motivating to students, especially those who otherwise might not become participants in classrooms.

·                     Excellent opportunities for students to read and write.

·                     Effective forums for collaboration and discussion.

·                     Powerful tools to enable scaffolded learning or mentoring to occur.

As educators it is our job to ensure Students must be trained on issues regarding access, privacy, security, and free expression. As blogs have no publisher, producer, or editor, students must carefully consider the content of postings to avoid anything defamatory, libelous, or an infringement upon the rights of others.

References:

Honey, M., Mandinach, E., & McMillan, K. C. (2003). A retrospective on twenty years of education technology policy. Education Development Center, Center for Children and Technology, U.S. Department of Education, Office of Educational Technology.

Laureate Education (Producer). (n.d.). Brain research and learning [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.). Understanding the brain [Video file]. Retrieved from https://class.waldenu.edu

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

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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