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 (2nd ed.). Alexandria,
VA: ASCD.
