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.