Reflection-Bridging Learning Theory, Instruction and Technology

      At the beginning of our course, Dr. Michael Orey described the differences between instructional theory and learning theory. He stated that the learning theory is the understanding what is going on the learner’s mind during the learning process. (Orey, 2001).  This course has modified my personal theory of learning through better understanding of the process of learning for students.  One particular impact on my personal theory is the power of imagery or images that help students produce connections for deeper learning and future recall of information.  This concept is not new to me; however, my understanding has deepened on how powerful this practice supports student learning.  Having students describe mental images or having them draw or write down information in concept map form produces greater results and longer term memory of information.

     An immediate adjustment for me will be a greater emphasis on this learning methodology of imagery and images as an implementation of my teaching strategy. The power of images tends to be underestimated in its value and impact on profound learning and recall.   Two of the technology tools that I would like to use with students are Voicethread (www.voicethread.com) and Weebly (www.weebly.com) for blogging and students portfolios.  They will support and enhance student learning through visualization and feedback using Voicethread and improving writing and communications skills along with showcasing students’ work using Weebly.  Both webtools will allow for greater collaboration and communication between students and provide the opportunity to share ideas with classmates and the world. My repertoire of instructional skills has been expanded to include concept mapping and Voicethread usage. 

     One of my long term goals is for our school to have a 1 to 1 computer access program for every student and to become fully technology integrated with the core curriculum.  I would like to serve as a computer technology integration specialist to assist classroom teachers with technology integration.  I believe with the combination of core subjects being taught with technology and designing engaging lessons for the students will create excitement for learning. We are a private Christian school and I know the steps to accomplish this goal will be gradual and challenging. The steps to make this possible will be laying the foundation by working individually with teachers to determine their goals and desires for integrating technology into their classroom.  I can plan and collaborate with teachers as they create lessons for their classes. I will offer selected times when teachers can come to the computer lab to just talk, share and discover new webtools for their lessons. This foundation in place as money is available and new classroom sets of computers or 1 to 1 computers are available, an excellent transition can occur for teachers to use computers for their lessons. 

Another long term goal that is more of a personal goal is to become a better computer technology instructor.  After I have received my Master’s Degree in Education, Integration of Technology K-12 from Walden University, my goal is to become certified in Microsoft Applications and Google Applications.  These certifications will provide the expertise to deepen the learning experience of my students and faculty within my school.  My desire is to be such an asset to both my students and co-workers that expanded knowledge of technology and applied technology integration becomes seamless within our school.

     Finally, this course has boarded my vision and understanding of how students learn and    how technology impacts student engagement.  Combining instructional strategies along with technology integrations is powerful for both the instructor and the learner.  The plethora of webtools to insert with each lesson is increasing daily and the learning potential is unlimited.  These are exciting times to be both the facilitator of learning and the student of learning. Pitler, Hubbell, & Kuhn, M. (2012), highlight the impact of technology on the learner with this statement.  “Research shows that integrating technology into instruction tends to move classroom from teacher-dominated to a student-centered learning environment.” (p.3). As a computer technology instructor, my ultimate goal and desire are to create a student-centered learning environment through technology and positively impact student engagement and learning. This course has helped build those essential skills to accomplish that goal. 

   

                                                              References

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.Bottom of Form

Social Networking and Collaboration Tools-Engaging Student Learning

     The social networking and collaboration tools for the classroom today are explosive and dynamic.  There are so many to choose from that to narrow it down can sometimes be a daunting task.  One of the key questions that I have to ask before I chose a particular social networking or collaboration tool is what are my main objectives for students to learn with this lesson or project?  Then I begin to think about which webtool will help me meet those objectives in a timely fashion.   Technology provides the avenue to incorporated cooperative learning skills which in most cases is free and innovative. 

     Pitler, Hubbell, & Kuhn, M. (2012), states “studies show that there is a modest increase in effort size when students use technology collaboratively, or work together with computer.” (p74)  There is something special that happens when students have the ability to use technology to work together on a lesson or project.  Combined with the needed tools at their disposal, students with creative minds who are thinking, planning and executing ideas is exhilarating to witness.  The final product or presentation is even more appreciative once seeing the efforts to make it happen.  

     One of my greatest experiences has been working with a program called Penpalschools (https://penpalschools.com).  My students were able to connect with other students in Canada and discuss specific world topics such as poverty, the environment, technology, war and conflict, government and then they shared a final project together.  We were planning to Skype each other however, due to schedule conflicts we were not able to make it happen.  My students were really engaged in this event and in the process learned about Canada and the things that Canadians like to do.  I would highly recommend this program for teachers.  This experience reconfirmed for me that social leaning for students is fun, engaging and interesting.  

     My middle schools students have been recently introduced to shared bookmarking webtools such as Diigo (www.diigo.com) and Evernote (www.evernote.com) and are trying to understand how to use them for academic purposes.  They are in the learning process of aggregating information on websites and will soon understand their usage.  We are also beginning to use Google Documents for collaborative writing assignments.  A very helpful webtool has been Edmodo (www.edmodo.com) which gives me the ability to place students in small groups online to share ideas and respond to each other both in school and at home.

     The use of social networking and collaboration provides the necessary conversation about the work which can be more important than the product or artifact the student produces. This teaching strategy moves the focus of information away teacher centered classrooms to student centered classrooms.  In my opinion, students sharing with each other is the best type of engagement because it creates connections of information that students can remember for years to come.   

   

                                                             Reference

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

Voicethread Link

http://voicethread.com/new/share/6691559/

The Constructivist/Constructionist Approach- A Special Blend

The constructivist/constructionist approach in my option emulates the 21^st century skills needed for our students today.  The role of the teacher and learner has been transformed to an active engaged learner and the teacher as the facilitator for the learner. The days of the teacher as the container of all knowledge pouring into students is no longer viable and effective. This teaching and learning approach of the past was mainly one directional and less engaging.  Students were mainly recorders of information rather than participants of the information.

 The constructivist/constructionist approach provides an opportunity for both the teacher and learner to participate in the wonder of discovery and creativity.  Sometimes teachers are viewed as only wanting to share their knowledge with others forgetting that teachers teach because they enjoy learning also and want to share their learning in the process.  A dynamic shift takes place between teacher and learner in the constructivist/constructionist application.  The teacher is now coaching the learner to deeper understanding and discovery of the topics of learning. The learner in the process becomes more active in researching the information for further discovery.  This places the learning in a more responsible role to their own learning.   The concept for more responsibility on the learner for their own learning is new and challenging for some students and teachers.  Some learners have become dependent on sitting back and letting the teacher do all the work and basically take notes and memorize information.  On the other hand some teachers must provide all the information and knowledge and dispense it to the students through one directional lectures.   Both methods hinder the true learning process and the enjoyment of discovery and enlightenment.

One particular aspect of the constructivist/constructionist approach that blends well with technology is the social constructivist approach.  Kim (2001), shares a great example of how the social constructivist approach can revolutionize a traditional lesson.  She gives an example of an English teacher that taught Shakespeare to her students. In the past the students became bored almost immediately into the readings of the plays. The students were passive and uninvolved with the text.  She decided to divide her class into small groups and the students had to take an assigned act of a play and recreate the scene using puppets.  The students created the puppets and a modern-day puppet show.  Now the students were engaged, active and enjoying the learning experience. Dr. Michael Orey, shares how the constructivist/constructionist approach guides students into building an artifact or something to share.  The building process is the foundation to the constructivist/constructionist approach Laureate Education (Producer). (n.d.).  Combining this approach with the social aspect creates a dynamic duel that energizes the classroom experience.  Adding to this special blend of teaching and learning is the ability to communicate with the world.  This opens up a new avenues for feedback and response to the products created by the students.  Simple webtools like Skype, streaming websites like Youtube or Ustream, Google Hangouts and blogging websites bring students together in a very special and unique way to share their learning experiences.   Learning in this matter is not only engaging but also very interactive and fun for the learner as well as the teacher. 

  

                                                            References

Kim, B. (2001). Social constructivism. Emerging perspectives on learning, teaching, and technology, 1(1), 1-6.

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

Cognitive Learning Theories-A Mind is a Terrible Thing to Waste

Cognitive Learning Theories-A Mind is a Terrible Thing to Waste

Our brain is an amazing organ and though some would argue that we use only a small portion of it is debatable.  However, the fact remains a good functioning brain provides quality of life in order to function in our society today.  Learning new information is part of life and whether a person is in school or not, it is a necessity of life.  In fact if we ever stopped learning, we would stop growing as a person.  In other words, we need to learn and continue to learn.  So as I talk with my students who are eager “to get out of school and stop learning”, well, I tell them that you might as well stop breathing.

Understanding how we learn is vital to educators and students.  Dr. Michael Orey explains this process is simple terms.  He describes how information is received to the brain and is assimilated with the short-term memory functions.  Information is then stored in long term memory based on our connection to other information (Laureate Education, n.d). This process of connection and being able to recall information for the past is a fascinating process.  He goes on to explain that we don’t forget information but may have difficulty retrieving the information.  The better the connection or experience with the information in our brains the easier it is to recall the information (Laureate Education, n.d). This makes sense and that is why it is easier to remember certain events or information than others.   

As an educator, I must remember constantly that in order for my students to remember the information that I am presenting a connection must be made and an experience needs to be developed through the senses.  Imaging is very important and the connection of those images to what I want my students to learn is critical.  I think this is why I love multimedia and computer technology because it provides the avenue of using all the senses and the ability to create a memorable experience. We are very fortunate today to have tools available to use to create and enhance the learning experience. In fact, today we may be experiencing information overload and the need to mentally organize information, think clearly and deeply on topics is sometimes very challenging.  In order to organize all the data I am learning and disseminating, I have created a list of ten key webtools that are essential for using and storing of information.

http://www.spiderscribe.net/app/?bf1a03152e2c17bb479d40ce4c947404

No matter how sophisticated the webtool, our brains are still the best computer in the world.  Reminding students of that fact is vital to helping them understand the creative abilities that are placed within them.

References

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

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

Spiderscribe.net Bottom of Form

Technology and Behavioral Learning Theory-A Match Made From Heaven

Technology provides a natural environment for reinforcing activities, personal recognition and practicing of skills.  It can also provide deep, creative and critical thinking skills that goes beyond the behaviorist learning theory.  However, just like a strong foundation is laid for a building, a behaviorist learning approach provides support and strength to student learning and growth.  Technology in essence becomes the instrument or tool to provide reinforcement of academic skills for the student.  

Pitler, Hubbell and Kuhn (2012) highlight the importance of reinforcing effort and how educators have the opportunity to teach students the importance of effort and using effort productively.  They go on to share that many students don’t realize the importance of their effort.  In order for students to understand the relationship between effort and success, they used data to help students change their personal belief about achievement.  As the data was shared with the students they realized that their achievement was not based on their heredity, gender or race but how much effort was put forth in their work.  The data used was a simple spreadsheet and using technology, students saw firsthand visually how their personal effort impacted their success.

 I believe that once students have a true understanding that effort and perseverance prevails in academia that they will not let outside factors dictate their motivation to learn. Reinforcement and practice is what every top athlete, musician and every successful person integrates into their daily lives which is the essence of the behaviorist approach.  Combine this approach with technology using data enhances understanding and visualization of needed skills of improvement. Students have the opportunity today to receive special recognition online, use surveys to tabulate essential data and showcase their achievements for generations to view.  

In addition to understanding student growth, technology provides effective means to assign homework and practice for students.  One of the key factors is personalized study for the student and immediate feedback.   Pitler et al (2012) states “Technology facilitated homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing ‘drill and practice’ resources that help students refine their skills” ( p.169).  Technology instructional strategies provide continual learning beyond classroom walls and greater access to information, the ability for global collaboration and communication. 

In conclusion, the behaviorist learning approach compliments the integration of technology for student learning and growth.  Reinforcement and practice through the use of technology provides an avenue to make what could be boring and monotonous interesting and engaging.  

                                                             Reference

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