Reflection: Final Blog Posting

In the first week of this course, I defined my personal theory of learning as student’s ability to make personal connections to the material being taught. Although this is still my belief, my approach to facilitating a student centered learning environment has been altered by this course. I can now modify or align my learning theory that I developed in that first week with the Constructionism learning theory. According to Dr. Orey (2001), this theory is based upon students’ ability to construct meaning based on his or her own experience. Learners construct this meaning or learn best when they build their own artifact.


Lever-Duffy & McDonald (2008) have reiterated “teachers want to transfer the knowledge and skills they currently possess to their students so that they too can embrace, enjoy, and use that knowledge academically, personally, and professionally” (p.10). This course has made me come to the realization that transferring this knowledge equates to adjustments in my instructional practices and more specifically, utilizing some of my current technology teaching tools for learning tools as well. Integrating the Smart Board technology for use with student artifacts is one adjustment I will focus on. One technology tool I would like to use with my students in the future is VoiceThreads. This collaborative, social networking tool can be used to share ideas and solve problems among students. VoiceThreads allow for the implementation of vital 21st century skills, which makes this technology learning tool valuable. Another technology tool that I utilized in this class that I plan on integrating into my lessons is the concept mapping tool. Adding this tool as a first step in creating a final artifact is a great way for students to make connections and organize their work.

Just recently, my technology department was cut for budget reasons. One of my long term goals is to integrate all of my current knowledge of technology into the curriculum of a regular elementary classroom. I hope to accomplish this by utilizing current available technology tools in the district and by campaigning for additional tools/ access in the future. The availability of Internet access and technology tools in my area is improving at the middle school level but is still behind the times at the elementary level. My other long term goal is to continue to utilize the tools I have become knowledgeable about in this course and learn about additional tools as well. I would also like to model and facilitate the learning of these technology tools so that other teachers have the opportunity to integrate them into their curriculum.

References
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc.,custom ed.). Boston, MA: Pearson Education, Inc. Chapter 1: Theoretical Foundations

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Character Education

Social Learning Theories and Instruction

Constructivism as a learning theory defines learning as the act of constructing knowledge, making meaning and making sense of the world ( Siemens, 2009). “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” ( Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 140).Web enabled multiplayer simulation games is one way individuals can interact with other individuals. This forum allows for human to human interaction through a simulated interface, where cooperative learning takes place. A simulation game called Revolution is a collaborative educational experience where the network of participants can act in and react to various events in the coming of the American Revolution (Pitler, Hubbell, Kuhn & Malenoski, 2007).

Keypals addresses the Connectivism of social learning because it offers the ability to communicate with students in other cities, states and countries. This global telecommunication network can enlighten the participants about events that are occurring in the world today as they are unfolding. Students can broaden their perspectives and be challenged to learn about other cultures, languages and issues throughout the world (Pitler, Hubbell, Kuhn & Malenoski, 2007). Today’s technology offers many avenues that correlate with the principles of social learning. Students have many opportunities to be globally connected and educators can facilitate learning with technology tools to strengthen 21st century skills in communication and collaboration.

References:
Laureate, Education, Inc. (Producer). (2009). Social Learning Theories[DVD]. Baltimore, MD: Author

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid=continent Research for Education and Learning.