Final Reflection for Bridging Learning Theory, Instruction, and Technology

My reflection on my most recent class, Bridging Learning Theory, Instruction, and Technology, begins with revisiting my personal learning theory created when this class began.  In summary, my learning theory stated that students needed their basic needs to be met, students need guidance at critical points to make that jump in their learning, and students need to be taught in multiple ways in order to recall information later.  After taking this course, I feel that I have the same theory that is now strengthened by different theories.  Below is an explanation of how my theory is strengthened by what I have learned.

Marzano, Pickering & Pollock (2001) discuss the importance of providing feedback and recognition in order to improve performance.  I believe this falls in line with my students' basic needs being met.  If a student feels acknowledged and sees the results of the effort put in, they will feel better about themselves and gain confidence.  Several different uses of technology support students who are in what Vygotsky calls the zone of proximal development.  Learning more about the benefits of blogging and other social networking gives that peer support that Vygotsky (1978) states helps support students to the next level of learning.  Finally, learning about different technologies such as VoiceThread and Prezi allow students to not only create dynamic artifacts, they also offer different ways for students to receive and process information, making future recall that much more possible. 

Some immediate adjustments I am making to my instructional practice is looking for ways to integrate any technology that will help with my lessons.  I am looking more and more for resources already created online, as well as creating my own, to use as supplemental clips during my math and science lessons.  I am also creating students who are technology experts by exposing them to technologies and allowing them to rotate the setup and creating of technologies presented in class.

I am rolling out an Edmodo site for my two classes in January.  This will allow my team teacher, our students, and myself a place to collaborate and share documents and ideas with each other, through assignments and uploaded presentations.  A second technology I am focusing on is VoiceThread.  I want to use this technology not only to supplement lessons, but also for students to create math steps and presentations for each other and themselves.  I have learned a great amount and my skills have expanded as a result of this course.  I believe that I now have more access to excellent technology tools and know how to use those tools. 

Two long-term goals I have for my instructional practice are to create a more student driven classroom though project creation using technology and to set up a student blog with another middle school for students to share their learning.  My strategy to achieve a more student driven classroom is to collaborate with my colleagues to supplement our science and math curriculum with at least one project every two months.  Our curriculum by design already has student focused strategies built in, however more project-based learning types of activities will still be beneficial.  My strategy to create and to set up a student blog with another middle school is to set up a team of students, work with them to create a blog, and reach out to other schools in our district to team up to support collaboration across schools.  The timeline for these goals is to have both in place by April 2012.

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: research-based strategies for increasing student achievement. Alexandria, Va.: Association for Supervision and Curriculum Development.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Link to VoiceThread

Here is my link to VT

voicethread.com/share/2504895/

Connectivism and Social Learning In Practice

This week our class discussed social learning theory, which similar to cognitive theory, covers a good amount of ground, is supported by many technological tools, and ties together much of how learning happens in a classroom environment.

Part of the social learning theory is connectivism, which Siemens (2011) states integrates technology, social networks, and information.  When working together, students have a chance to bounce ideas off of each other, seek each others help, and work together toward a common goal.  The educator needs to be more of an excellent planner and facilitator in this environment, as most of the work and teaching during a lesson is done by students. 

Connectivism is supported by the idea that students able to collaborate and use technology to build artifacts can bring a deeper level of understanding to a concept.  Examples of technologies students can use are creating a Power Point presentation, constructing a Voice Thread, or podcasting.  When these types of artifacts are created, students are engaged, and demonstration of knowledge is easy to see. 

Social networking tools such as Facebook, Twitter, or class blogs allow students to communicate their learning, or in this case the artifacts they have made.  By including links in their messaging, students can share their creations with anyone in the immediate or global community.  This is another strong component of connectivism, the idea that humans can connect with more humans than before. 

Pitler, Hubbell, Kuhn & Malenoski (2007) define cooperative learning as a strategy that focuses on students interacting with each other in groups in ways that enhance their learning.  Students are able in well-planned cooperative learning groups to create knowledge together.  Assignments are designed in a way where students depend on each other and have opportunity to build communication and decision making skills (Pitler et al., 2007). 

The components of cooperative learning as described above show strong examples of social learning theory.  Using technology to build artifacts and learn together correlates with cooperative learning’s need for interdependence and positive interactions.  Social networking in connectivism is also evident in cooperative learning, as students build important communication skills. 

I looked online this week to see if I could find additional resources on cooperative learning, even though our class text book does a solid job of giving examples and explaining cooperative learning.  Below is a link that gives 9 class activities that support cooperative learning, some already covered in our class. 

http://edtech.kennesaw.edu/intech/cooperativelearning.htm

The link is from Kennesaw State University in Kennesaw, Georgia. 

References:

Laureate Education, Inc. (Producer). (2011). Program nine: Connectivism as a learning theory. 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

     Kennesaw State University. (2011).  Bagwell College of Education, Educational Technology Center.  Retrieved on 11/30/2011. http://edtech.kennesaw.edu/intech/cooperativelearning.htm

   

      Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD