Week 8 Reflection

Of the five classes I've taken towards a Master's Degree in Technology in Education, this was by far the most useful. Through an study of the different learning theories, I was given numerous and invaluable resources that will better equip me to teach in the increasingly technology-driven school environment.

After rereading my Personal Theory of Learning which was completed nearly eight weeks ago, I realized that not much of my outlook has changed. My education of the different learning theories has reinforced my ideas and added to my understanding of the successful methods I am currently using my classroom. My claim at the beginning of the class was echoed by Judy Lever-Duffy; that is, behaviorist, cognitive, constructionist/constructivist, and social-learning theories are all relevant learning theories when prescribed to students based on individual need (Lever-Duffy & McDonald, 2008). My opinion has always been that learning occurs more readily when the student is engrossed in meaningful experiences that connect classroom activity to real-world application. An emotional engagement is the key to motivation and it is the job of an educator to create this bond between student and learning (Laureate Education Inc, 2009). After a thorough study of each learning theory, I can analyze my current teaching practices with more knowledge of when to effectively use the different theories within daily practices.

The dramatic difference in my teaching as a result of this class revolves around the use of technology. For weeks, I have been introduced to a myriad of resources, spanning cooperative learning projects, graphic organizers, interactive multimedia, and simple motivational strategies, each utilizing technology based on the different learning theories. Of these technology resources, I am eager to see the true potential of Keypals and the meaningful learning opportunities that can be brought about by communication with cultures or countries unfamiliar to my students. This broadened perspective of the world challenges the students and presents many possibilities for cooperative learning and problem solving (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Another resource which is high on my to-do list is website creation. Within this website creation, I am interested in using student-created webquests to expand understanding. I have always had the impression that a student learns more by teaching. The webquest will force the students to develop their comprehension of concepts by attempting to lead others on a path of exploration. These applications fit nicely with the goals I have set for my classroom.

As the class ends, it is important to set goals that state how this education will be used so it is not forgotten and wasted. My first goal is to adapt these technology resources for my classroom so as to introduce resources to do different things instead of doing things differently. I can easily use the Spreadsheet application, but it needs to be more than just an easy organizational tool to quicken a process. It needs to be used in a way that is meaningful and relevant to real-world problem solving so that the students can see its usefulness and application outside of school. This is where webquests and virtual field trips based on student interest and curiosity will be involved. My second goal is to use the numerous resources to expand my range of teaching strategies to include more student-centered activities (Orey, 2001). Too often, I can be dragged into thinking that the students need my constant tutelage because of apathy or failure to achieve consistent success. By giving the students more freedom to explore with only guidance from me will increase student motivation and create deeper comprehension and connection to the material (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The resources stated above, especially the webquest/website creation, are such activities in which students can be engaged in this meaningful learning opportunities and express themselves in an educational endeavors.

Resources:

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory,
instruction, and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education,
Inc., custom ed.). Boston, MA: Pearson Education, Inc.

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.

VoiceThread - Parent Involvement

This is a link to my very first VoiceThread. It's a brief overview of the problem we have with parent involvement at both home and school, and what my school has done to try and encourage more participation.

http://voicethread.com/share/657453/

Connectivism and Social Learning in Practice

The significance of social learning within the classroom is worth the debate that it has initiated. Some teachers are obviously skeptical about the true potential of social learning or cooperative learning in the classroom. Most arguments cite the fact that the intelligent or outspoken students do most or all of the work while the shy, reserved, or less intelligent students hold on for the ride by attaching their name to an assignment. I have found that the common reason students fail to be productive in collaborative work settings is that they are not taught how to properly work in groups. Teachers assume students have learned to share and appreciate the opinions of others, but too infrequently is this skill developed. The use of technology in the classroom is one way to incorporate social learning theories while motivating and including all students in the process of learning.

In a cooperative learning environment, it is the teacher’s responsibilities to provide learning opportunities that have a need for active involvement from everyone. In this week’s resources, we examined many opportunities that provide such opportunities, but I intend to highlight my favorite two. Student-created multimedia is one of the best technology resources to accommodate cooperative learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). “Creating a video is a complex task that requires many roles and responsibilities,” (p. 141). With teacher guidance, all students involved must contribute and are usually motivated to do so by the complexities of organization and execution of this project. Groups are varied by talents, abilities, and/or backgrounds to accomplish a common goal (Orey, 2001). Perception of success and failure is contingent upon the group’s ability to work together. As they are working together in a cooperative group, they are engaging in cooperative teaching also, which overall provides meaningful learning experiences in which to construct knowledge.

Another very useful technology resource discussed this week was Keypals (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These websites, such as ePALS and Keypals Club International, facilitate correspondence and project-based learning between students of different communities. “Communication with students in other cities, states, and countries broadens the perspective of students and challenges them to learn about other cultures, languages, and issues throughout the world,” (p.145). The social context in which the learner is engaged creates inherited knowledge as a member of a culture. If students are able to branch out of a restrictive social environment, they will be able to construct a deeper understanding of the world and its realities. For example, my wife was born and raised in a rural town in Pennsylvania. She had never met a Jewish person before she met me at college, which was hours from her home. This new social context broadened her understanding of Judaism, which had been skewed by her inherited knowledge from her town. That is on a small scale. Consider using this in a classroom in which students from the United States engage in active discussion with students from other countries. The cultural understanding afforded by Keypal resources is amazing and broadens their worldly knowledge, allowing them to construct meaning in a technology-based social learning environment. Dr. Orey (2001) said knowledge is a human product of social and cultural experiences. Students create meaning through their interactions with each other and with their environment. By expanding this environment and providing interactions with a greater, more diverse population, the students can develop a more meaningful reality and base of knowledge. My class has already begun communicating with a class of 11-year olds in Australia to discuss cultural issues and engage in problem-solving activities. They are able to practice language skills (because "We don't want the Austalians to think we're stupid" - student in my class) simultaneously. I personally love this resource and look forward to incorporating further in my curriculum.

Resources:

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.