Reflection: Bridging Learning Theory, Instruction, and Technology

As a result of this course, I would like to expand on my personal theory of learning. First, I agree with the following statement by Lever-Duffy & McDonald (2008): “To create the best possible learning environment for your students, you need a working knowledge of learning theory. Then, once this knowledge base is in place, it is wise for you to develop your own, possibly eclectic, view of various learning theories” (p. 18). Second, I believe that due to my learning in this course, I have developed a better understanding of best practices for incorporating educational technology in my classroom. When I defined my personal theory of learning, I did not discuss how important it is for 21st century learners to have the opportunity to learn with technology, and how technology can help engage students and motivate them to learn.

This course has also taught me the difference between learning “from” a computer versus “with” a computer (Orey, 2001). Two technology tools I would like to implement in my teaching are Voice Thread and Web Quests. Both of these tools allow students to learn “with” a computer and center around students collaborating with others and constructing their own meaning, thus enhancing their learning.

The following are a couple of long-term goals changes I would like to make to my instructional practice regarding technology: learn how to effectively utilize the Smart Board to engage students and learn more about how students can use multimedia to accomplish projects. Several times a week, I can set aside time to explore the Smart Board, and while I am doing this, I can generate a list of questions that our educational technologist can help me answer. The same will work for learning more about multimedia projects. I can also talk to other teachers about what they have done in the past for having students create multimedia projects.


References

Lever-Duffy, J. and McDonald, J. (2008). Theoretical Foundations. In teaching and learning with technology. (3rd ed. pp. 2-35). Boston: Pearson.

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

LMS IS A GUM FREE ZONE? Voice Thread

Hello Everyone,

A question the faculty at my school is pondering is whether or not the campus should continue to be a gum free zone. Currently, it is supposed to be; however, it sure does not seem like it even though the school's handbook states that gum is not permitted on campus.

I have discovered over the years that if I ignore gum chewers, gum is less of a problem. The year I did my best to reinforce the "no gum" policy, there were more problems with it than ever. I stepped on gum several times, a student sat on a piece of gum that was on a chair in my class, and many times I had to scrape gum from the outer sides of the garbage cans.

What are other schools' policies regarding gum?

http://voicethread.com/share/780103/

Connectivism and Social Learning in Practice

According to Laureate Education (2009), social learning theory says that people build meaning primarily through social interactions with others and their environment. Connectivism expands social learning theory and says that people make connections from technological tools that are used to help people collaborate with each other to share and organize information.

Cooperative learning is a teaching strategy educators can use to support both connectivism and social learning theories. Cooperative learning provides learners the opportunity to interact and socialize with their peers to achieve a common goal. This approach to learning often interests, motivates, and engages students. When cooperative learning is teamed with technology, such as multimedia and computers, the learning process is even more interesting and engaging for students. Pitler, Hubbell, Kuhn, & Malenoski (2007) state that, “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (p. 140).

One exciting way people can use technology to interact with others or collaborate with others via a social network is to use Voice Thread. It is an online collaboration tool that allows people to share ideas and provide insight and feedback to each other. It looks like a fun way to communicate with others and has amazing implications for learning. However, it is blocked from being used at our school. In fact, all social media on the Internet is not allowed to be used from our school. Presently, we can only collaborate on our school’s Intranet site that is housed by SharePoint. I have taken steps to get Voice Thread approved and am waiting for a reply. Nonetheless, I have recommended to students that they give Voice Thread a try from their home computers. Currently, one student is trying Voice Thread to help him study Spanish. This student is weary of repeatedly studying from notes or flashcards and does not feel prepared for the quizzes. In the beginning working with Voice Thread, he is going to create a PowerPoint of vocabulary slides and use Voice Thread to talk about the vocabulary and practice pronunciation. Finally and most important, he is going to invite classmates to get involved and generate more ideas for how they can use teamwork and this particular collaboration tool to help them study Spanish. I am looking forward to hearing the results.

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., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.