Technology use is necessary in our classrooms so that learning can be an active process. As teachers, it is our responsibility to keep current with the emerging technology applications so we can ,at least, be on the same level as the students who come to our classrooms as digital natives. In this course I have learned about different learning theories, teaching strategies, and technology tools. By implementing what I have learned, I anticipate meeting the needs of today’s students so that they can make the connection between learning and the real world.
At the onset of this course my learning theory was an intertwining of Constructivism and Social Constructivism. Like Jerome Bruner I believe that students should be active problem solvers and construct new ideas and concepts on existing knowledge (Bruner, 1990). Since I now have a deeper understanding of brain research and learning I have made, and will continue to make, adaptations to the way that I implement these theories in my classroom practice. From Patricia Wolfe, through the videos “Understanding the Brain”, (Laureate Education, Inc. 2009a) and “Brain Research and Learning” (Laureate Education Inc., 2009b), I have learned that there is a significant difference between procedural memory and elaborative memory. By using learning methods that integrate technology in my lessons, understanding can be made permanent rather than short term. I believe that my learning theory is still a mix of Constructivism and Social Constructivism. However, by integrating the technology tools that I have learned to use, I can take these learning methods to a higher level.
As a consequence of this class, I now know how to better use Web 2.0 tools, such as: Voice threads, blogs, concept mapping, podcasts, wikis, virtual field trips and WebQuests. Incorporating these web applications to lessons helps to assist and facilitate student learning (Orey, M., 2001). For instance, I have recently used concept mapping to brainstorm ideas, and as a vocabulary builder. As a result, students were more immersed in the lesson and walked away with a better understanding of what was being taught. This concept supports Paivio’s Dual Coding Hypothesis, which advocates using text along with images for a deeper understanding, better retention, and a development of higher order thinking. (Lever-Duffy, J. & McDonald J., 2008). In the future I would like to use a WebQuest as a collaborative learning tool which should result in engaged and motivated students and produce thinking at the analysis, synthesis and evaluation levels of Bloom’s Taxonomy. Virtual field trips would also be something I would add since budget cuts no longer allow us to leave the building to enhance learning.
Long term changes that I would like to include to my instructional strategies is the weekly use of collaborative learning groups. Even though I do use this teaching strategy, I use it infrequently and not on a consistent basis. I would like to incorporate it at least once a week in my plans along with a Web 2.0 tool. On alternating weeks, I would like to see students work on constructing and sharing VoiceThreads, podcasts or posting to a classroom blog. I also would eventually like to contact an out of state elementary school and set up Keypals with my class. This could be a gateway for “project-based learning between students and other communities” (Pitler, Hubbell, Kuhn & Malenoski, 2007).
As this course comes to a close I leave with many new ideas and teaching strategies. I have gained a deeper understanding of how to connect classroom practice, technology, and learning theories. As a result, I have come to better recognize my personal theory of learning and make the necessary modifications to improve on its effectiveness. I will continue to familiarize myself with up-and-coming technology tools and the ways that I could implement them in my daily lessons.
Bruner, J. (1990) Acts of meaning. Cambridge, MA: Harvard University Press.
Laureate Education, Inc. (Executive Producer). (2008a).Understanding the brain. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2008b). Brain research and learning. Baltimore:Author.
Lever-Duffy, J., & McDonald, J. (2008) Theoretical foundations (Laureate Education, Inc.,
custom ed.) Boston, MA: Pearson Education.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching and technology. Retrieved March 4, 2011, from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
No comments:
Post a Comment