Reflection: Bridging Learning Theory, Instruction, and Technology

Personal Theory of Learning

During the Bridging Learning Theory, Instruction, and Technology course we have studied many different learning theories.  In the beginning of the course, I was convinced that my teaching style was mainly built on the constructivist and Constructionist Learning Theories. After completing this course I have gained more insight on the other theories.  Knowing this I have come to the conclusion that the majority of my teaching style is in fact centered on the Constructivist and Constructionist Learning theories, while integrating bits and pieces from the other models, such as Social Learning Theories. “When we experience an emotion, whether it is positive or negative, it is remembered longer.” (Wolfe, 2008)  Allowing them to engage in hands on learning, to collaborate among their peers and to process the information as a group allows them to become more focused and creative, therefore enabling better information recall and storage.

 Most of what I teach is project based, while working with others to solve a problem or construct something. I do believe that my learners are at their best when they are working collaboratively to construct an artifact or solve a real world problem. Dr. Orey talks about the 4 learning theories and their affects on the learning process.  The one common bond between them all is that the learner is an active learner.  This theory is the foundation to the learning activities in my classroom.  Technology can play a unique role in cooperative learning by facilitating group collaboration, providing structure for group tasks and allowing members to communicate even if they yare not working face to face. (Pitler, Hubbell, Kuhn & Malenoski, 2007)

Instructional Technology Integration

I have discovered so many different technology tools in our course text, “Using Technology with Classroom Instruction That works.”  I would highly recommend this book to any teacher interested in incorporating technology into the classroom; this is a wonderful resource to have at your disposal. One of the most valuable resources that I have found and implemented is the Excel project on recording and comparing student effort to student progress.  It serves as a great motivator for my students.  It also holds them accountable for their own effort. The virtual field trips and graphic organizers have helped my students to organizer their thoughts and notes.  Using the graphic aspect assist in their ability to retain and recall the information.

           

Goals

One of my biggest issues has been implementing effective rubrics.  I would like to develop a rubric for every project they we do, that shows the score, and serves as a motivator.   In the past, my department wasn’t big on rubrics.  In retrospect, they were taking the easy way out and grading by “sight” with little opportunity for reflection.  Over the last 5 years I have been slowly introducing the use of rubrics, attempting to show their benefit, for the student’s perspective.  Through my courses at Walden, I have discovered Rubistar for teachers, a fantastic web site for creating rubrics.  I plan on holding a training session for my department on the implementation of this resource.  Students need to know how they are being evaluated.  Otherwise, they may lose motivation and interest.  Using as rubric also holds them accountable for their projects and grades.  I feel once they see the positives to using rubrics, and learn how to effectively implement them; they will be more enthusiastic about using them.

My next long term goal is to master the use of higher order thinking skills and leading questions.  To accomplish this, I have already started using KWL charts at the beginning of every lesson.  “Using KWL charts help students focus on their learning.” (Pitler, Hubbell, Kuhn, & Malenoski, 2007) I have noticed that this method has increased their response to prior knowledge.  I would like to implement expository and narrative advanced organizers and ask more questions that elicit inferences. I feel I can accomplish these tasks by applying Blooms Taxonomy along with the use of Kidspiration, word processing software such as Word, and multimedia software.  “Learning is the act of making and strengthening connection.” (Wolfe, 2008)

Conclusion

Bridging Learning Theory, Instruction, and Technology has augmented my knowledge of all the technology tools available to me, and how I can apply them in my 21^st century classroom. Participating in this course has allowed me to reflect upon how I use these technology tools to practice in my classroom. I plan to incorporate technology as a learning tool to actively engage my learners so that they may thrive on learning how to learn. The wide variety of resources that I have found while participating in this class have permitted me to investigate the diverse tools and strategies that I will be able to implement into my 21^st century classroom.

References

Laureate Education, Inc. (Producer). (2010d). Program #: Behaviorist learning theory

with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2010g). Program #: Social learning theories with

Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with

classroom instruction that works. Alexandria, VA: ASCD.

Laureate Education, Inc. (Producer). (2008). Brain Research and Learning with Patricia

Wolfe. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.