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.