As this course, Bridging
Learning Theory, Instruction, and Technology, comes to a close, it is
important to reflect upon what I have learned, as well as how my prior ideals may have
changed due to this new knowledge.
Looking back at the personal theory of learning that I developed during
the first week of this class, I still feel that I my focus should be on
creating a student-centered environment where my students can construct
knowledge. The holistic view that I held
also looked at how the environment, technology, and instructional strategies all
interact in support of the learner.
Being a reflective educator was another key point that I discussed
in my previous theory of learning. My personal theory still has the same basic focus. However, after this class, I feel that I now
have the tools, strategies, and research-based learning theories that strongly
support this stance. Prior to this
class, I had no idea the impact technology and the strategies we use have on what goes in our students’ brains during the learning process. Brain research facilitates a shift in focus
from teaching to learning (Laureate Education Inc., 2011c). Following this class, I feel that I can truly
begin to understand how to make my classroom more supportive of learning.
The most important piece of information that I have taken
away from this course in regards to instruction focuses on using technology in
order to truly make the classroom a learner-centered environment. It has always been easy for me to integrate
technology during my instruction – using tools like the SMART Board – in order
to present and impart knowledge. But
technology needs to be more than an instructional tool. We need to allow our students to use
technology in order to become responsible for their own learning (Laureate
Education Inc., 2011d). One of the key
learning theories that was focused on throughout this class was the
constructionist theory. This theory is
based upon student construction of an “artifact”, in order to create meaning
through experience. I have learned that
it is my role to become a facilitator in this type of environment. My job is to guide students through the
learning process (Orey, 2001). When
working with students with significant special needs, I sometimes forget to
step back and allow my students to problem-solve and come up with their own
solutions to problems. By not allowing
them to create and discover on their own, I am doing them a disservice. I now know that providing them with multiple
strategies for tackling real-world applications (Orey, 2001) will help them to
engage in the authentic tasks that are critical to their future independence and
success in a technology-driven society.
There are tools that I was able to become familiar with
during this course that I can definitely see introducing into my own
lessons. I enjoyed learning how to use
VoiceThread and know that it would be a positive social learning and
collaborative tool to use with my students.
VoiceThread allows students to create a visual artifact, support it
through audio and text, and communicate with others through their thread. It also supports social
constructionism by allowing students to create meaning through interactions
with others (Orey, 2001). I would also
like to have my students participate in more cooperative learning
experiences, using tools like Skype (or Face Time on the iPad) and webquests. Because my students have social
and communication needs, it is crucial that I provide ample
opportunities for social interaction.
Cooperative learning holds true to having students actively involved in
the learning process, but also promotes positive attitudes and a social support
system, all in an encouraging environment (Orey, 2001). Skype would allow students to engage in interactions with others outside of the classroom. Webquests would provide my students with a way to work together in order to complete a project. Through our course text, as well as the
variety of resources used throughout this course, I have been able to add many new strategies to my repertoire, along with these tools. Many of
the strategies are ones that I use daily in the classroom (nonlinguistic representation,
providing recognition and feedback), while others (advanced organizers,
cooperative learning) are ones that I hope to utilize more in the
future. All in all, by bringing technology
tools and strategies into the classroom provides an opportunity to
differentiate instruction and change my classroom into a dynamic learning
environment (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
As teachers, it is necessary to be lifelong learners. Changing and adapting our instruction is part
of this process. Being a lifelong learner also requires us
to set goals for our classrooms and our teaching. One long-term change I would like to make in
my own classroom is to begin to utilize the technology I have available to the
fullest extent possible. I currently
have use of a SMART Board, iPad, and desktop computers. The SMART Board is used mainly as a tool for
instruction. I would like, however, to
begin to find ways in which I can use this incredible technology as more of a learning
tool for my students. My students have both cognitive and physical needs, but the SMART Board allows
for accessibility beyond typical teaching tools.
Having my students use the SMART Board in order to create projects,
communicate with others, and discover information on the Web would be a prime example of technology as a learning tool.
Looking into ways in which I can use this tool to the fullest – through
SMART Tools, as well as Web resources for interactive whiteboards - would help me
to do so. I can also work on making my
lessons as interactive as possible. All
students should be able to come up the screen and write, draw, or touch in order
to participate in lessons. Another
long-term goal for my own classroom would be to focus on one or two of the
research-based instructional strategies outlined in our resources. This focus would span a whole school year,
ensuring that my students would become as proficient as possible in participating
in each strategy. Because students need
multiple opportunities to learn what they have to learn (Laureate Education
Inc., 2011b), using different strategies in the classroom is extremely
effective. When working with students
with special needs, it is especially critical that I narrow my focus to only
one or two strategies to ensure that students master the material. I am hoping to start using one strategy this
upcoming school year, integrating the tech resources that have been provided in
order to achieve success.
Technology is continuously impacting the way we impart
knowledge in the classroom. It is also
changing the ways in which our students construct and build upon
knowledge. Teachers who bring technology
into their classrooms are aware that it provides an opportunity to enhance
instruction and change classrooms into dynamic learning environments (Pitler et
al., 2007). By reflecting on how we
learn, the learning theories that support how we learn, and by using technology
in the context of these learning theories (Laureate Education Inc., 2011a),
teachers can begin to outline the strategies and tools needed to best support
their students. By integrating
technology into both instruction and learning, students will be exposed to the
many ways in which technology can enrich and enhance their lives.
References
Laureate
Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video
webcast]. Bridging learning theory,
instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Laureate
Education, Inc. (Producer). (2011b). Program eleven: Instructional strategies,
Part one [Video webcast]. Bridging
learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Laureate
Education, Inc. (Producer). (2011c). Program one: Understanding the brain [Video
webcast]. Bridging learning theory,
instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Laureate
Education, Inc. (Producer). (2011d). Program thirteen: Technology:
Instructional tool vs. learning tool [Video webcast]. Bridging learning theory, instruction and technology. Retrieved
from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Orey, M. (Ed.). (2001).
Emerging perspectives on learning, teaching, and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
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.
