Reflection

Eight weeks have come and passed, and I can positively say they were life changing. Reflecting on my theory of learning developed eight weeks ago, I feel I have advanced as a teacher. I stated in my initial learning theory paper: “Theories can help educators construct their own conclusions about how students learn, develop those characteristics, then implement them in their own classrooms.” I still hold this initiative true today, but on a more intense level. Nine different strategies really focused my attention in the course, and therefore, I would add these strategies to my personal theory of learning. Pitler, Hubbel, and Kuhn (2012) emphasize using these strategies with the use of technology:

• Setting Objectives and Providing Feedback
• Reinforcing Effort and Providing Recognition
• Cooperative learning
• Cues, Questions, and Advance Organizers
• Nonlinguistic Representations
• Summarizing and Note Taking
• Assigning Homework and Providing Practice
•  Identifying Similarities and Differences
• Generating and Testing Hypothesis

One adjustment I would make in regard to teaching practices would be allowing more student-centered learning in the classroom. There is a difference when it comes to instructional tools and learning tools. Laureate Education (2011) illustrates that students use technology as active learners with the use of learning tools. Technology has to be transparent, and teachers need to release control of technology to students. As a result, students will be responsible for their learning and more active participants in the classroom. I have learned how my students crave to take control of tools they use in the classroom. During a recent interactive lesson, my Pre-K students were elated to be given the keyboard to type words. Little did I know that handing over control was not that difficult and played a vital role in learning.

One tool I would like to use on a frequent basis is virtual field trips. According to Laureate Education (2011), virtual field trips create rich experiences that children otherwise would not be able to experience. Virtual field trips allow for students to witness history, be engaged, and use critical thinking. All the theories talked about in the course align with this particular learning tool. Voicethreads (https://voicethread.com) are another tool I would like to use on a frequent basis. A voicethread is “an online media album that can hold many types of media (images, documents, and videos) and allows people to comment on the media by voice, text, audio files, or videos” (Pilter et al., 2012, p. 47). Both of these tools are 21^st century educational tools, and will assist in enhancing my classroom with the use of collaboration and technology.  

I have the blessing of magnifying my classroom with the use of a varied amount of technology. I have 7 iPads, 2 computers, and a Smart Board for students to use freely in day-to-day interactions. Some of my students thrive on technology by using it every chance possible, but all my students get exposure through technological instruction. One goal I envision is for my iPad center. I will take steps to incorporating more engaging and varied apps so my students will not get tired of the same apps every day. Reading reviews and attending conferences with many different app integration ideas will aid in this goal.

The cognitive learning theory involves my next goal. According to Laureate Education (2011), integrating student’s multiple senses in instruction improves learning. The ultimate aim is for students to store information in their long term memory, and not memorize. By giving students more opportunities to see, taste, hear, smell, and touch—I will be improving instruction and engaging students. Nature is an easy (and free) way to involve the senses in learning. Virtual field trips, taste tests, and science experiments can all be conducted to accomplish my second goal.

References:

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [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). (2011). Program six: Spotlight on technology: Virtual field trips [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). (2011). 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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Connectivism and Social Learning in Practice

Many learning theories today examine how knowledge is delivered to the brain. According to Laureate Education, Inc., (2011), inert learning is when learning in one context can be applied to other contexts. As students look at the world today, they try and piece together information in a way that is meaningful. Context and culture are essential for students as they try to understand. Are students simply memorizing information for the sake of a test or are they applying it to long term memory?

My husband is a paramedic and has mentioned that some of his former classmates memorized information for tests. As they pursued what they prepared for mentally, they were unable to execute correct procedures because they had not physically practiced it. I know personally I want a paramedic that not only knows information, but can demonstrate it when needed. In the same way do we want rote memory or situated cognition of students in our classrooms?

Social Constructivism is one learning theory stating reality, knowledge, and learning are all enhanced through interactions with others and social activities (Kim, 2001). In some cases, there is a MKO (More Knowledgeable Other) is which social interactions can lead to understanding from another source (teacher, student, technology, etc.). Peer tutoring is an effective strategy in this theory.

Cooperative leaning is a strategy and theory used widely in schools today. Many teacher evaluations today have cooperative learning as a required resource in lesson planning. The advantages of this type of learning can be that students work at their own pace and are engaged through the entirety of the activity. “By following the appropriate structuring for cooperative learning, students are able to develop and practice skills that will be needed to function in society and the workplace” (Palmer, Peters, & Streetman, 2003, p. 12).

One cooperative learning strategy is ability grouping. According to Palmer et al. (2003), students are divided into groups according to their ability levels. A high performing student could be paired with another high performing student to create a skit and work together outside the classroom walls. On the opposite end of the spectrum, a high achieving student could be placed with a low achieving student to aid in peer teaching. This can benefit both students.

Syncpad (http://vimeo.com/47258707) is a wonderful cooperative learning app in which groups of students can use iPads as a whiteboard to collaboratively draw. In Pre-K I can use this as one student can write uppercase letters and partners can write lowercase letters. What an interactive and motivating tool!

Connectivism is a theory based on using 21^st century technology. According to Davis, Edmunds, and Kelly-Bateman (2008), “In today’s technology rich society, it has become increasingly important to learn how to learn” (p. 1). Students have to adjust their learning as time goes on. Connections need to be made and an attitude of trying new things needs to be adopted. Lastly, global coordination and organization pulls everything together to link students in a unique way. One type of technology associated with this type of learning is a VoiceThread (https://voicethread.com). A voicethread incorporates an online video of pictures and voice recordings. Students or teachers can record information for learning or fun. Pictures and video can be imbedded to make the voicethred more engaging. After the voicethread is complete it can be shared with anyone in the world and comments can be made. My latest voicethread is posted on my blog. Check it out!

Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Producer). (2011). 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 

Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

VoiceThread on College Emphasis

https://voicethread.com/share/5595990/