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/