EDUC 6711—Bridging Learning Theory, Instruction, and Technology
What does it mean to have a “Personal Theory of Learning”?
When I think about this question one declaration that comes to mind from this course is Lever-Duffy & McDonald’s (2008) consideration: “Learning is a complex activity that can be explained differently depending on one’s perspective on how and why people do what they do” (p. 12).
I realize, through this course, I have been made to (1) consider the different types of learning theory and styles, and (2) establish a foundational knowledge of what learning theory is best to use for transferring knowledge for a certain outcome desired for my students.
Learning can happen anytime or anywhere, not just in the classroom and with or without a teacher present. Through this course I have come to accept, learning occurs everywhere with different styles but, we as teachers must use techniques that enhance what is important for students to be successful. Dr. Michael Orey enlightens us with the information of how students need to become active learners (Laureate Education, Inc., 2009b) to make connections with information being taught. "It is important for teachers to carefully select activities that not only teach to the intelligences, but also realistically mesh with the subject matter of the lesson or unit" (Orey, M., 2001).
The current focus on how students learn best and the ways they are being taught to make connections for learning transition are valuable when concentrating on the anatomy and physiology of the human brain and its memory construction with recovery of information stored for recall (Laureate Education, Inc., 2009a). As we move forward into the 21st Century, the days of the traditional classroom where the teacher stands in front of the class and lectures will be limited. In many ways using educational technology such as computers will be the new classroom most students will experience, using an online learning environment that is very different from the listening to lecture, reading text material, rote memorization, and then taking a test to show they have knowledge of the course material. A former style that never really considered weather or not learning was actually happening, it was just the way of education in the classroom.
My two long-term goals which include technology tools are: (1) to change the way I currently use technology, specifically Powerpoints that I already have will be changed by using technology for an instructional purpose to include images and presenting the information to the class in a way that “will allow students to process the information from chosen images instead of all text” (Laureate Education, Inc. 2009c) as Dr. Orey suggests. (2) Using social constructionism by Voice Threads, having all students work interactively with more cooperative lessons. "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, et al, 2007). I know using voice Threads as a learning tool will provide interactive and meaningful learning for each of my students, while providing them with a Web 2.0 tool that is constructive and a way to stimulate their visual sense to make a connection in the brain for learning.
To implement these two goals, I will give students more control over their own learning by the use of frequent collaboration with each other to learn for a specific purpose. My presentations of information will be organized to allow students to involve the use of their senses when possible, “since the brain has different areas that must be activated for someone to learn” (Laureate Education, Inc., 2009a). Strategies I use will include the use technology allowing me to create subject matter outlines, concept maps, and flow diagrams to be used in helping process information for my subject area. I will also incorporate other Web 2.0 tools that help with teaching to learn for a purpose and continue to integrate them into my classroom curriculum to help my students be successful and actively engaged.
As a teacher, I need to understand what learning is and how it happens in the classroom. My individual perspective and personal theory for learning will help me apply the concepts necessary for guiding and manipulating my students to achieve successful learning and skills they need as they progress into the 21st Century.
Laureate Education, Inc. (Executive Producer). (2009a). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.Laureate Education, Inc. (Executive Producer). (2009b). Program three. Instructional Theory vs. Learning Theory [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009c). Program thirteen. Technology: Instructional Tool vs. Learning Tool [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc. custom ed.). Boston, MA: Pearson Education, Inc.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved 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.
Wednesday, June 24, 2009
Tuesday, June 2, 2009
Connectivism and Social Learning in Practice
With the use of educational technology, I can use projects and student-oriented lessons in my classes that incorporate technology and the social learning theory given that they go together with ease. Lessons such as web site creation, multimedia (videos), blogs, wikis, shared bookmarking, web-enables and multiplayer simulation games (Pitler, Hubbell, Kuhn, & Malenoski, 2007) use collaboration with classroom instruction that work successfully. Dr. Orey reminds us that "work not only being student centered, but peer centered" (Laureate Education, 2008) fits into the social constructivism outlook.
Learning itself has an undeniable cooperative and social component that as we progress into the 21st century is becoming a necessity for student success. “Technology provides a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members to communicate over distances.” (Pitler et al., 2007).
In today’s classrooms it is essential for our students to utilize cooperative situations and collaboration for multiple benefits. By following the appropriate structuring for cooperative learning, students are able to develop and practice skills that will be needed to function and be responsible in society and the workplace. These skills include: leadership, decision-making, trust building, communication and conflict-management" (Orey, 2001).
The everyday up-to-the-minute world of connections in society require computers, cell phones, text messages, I-pods, internet access and additional uses of other technology we need to prepare our students for. “We are living in a time when learning and innovation are increasingly global” (Pitler et al., 2007) and technology changes in education are occurring at a rapid pace where students must interact with technology tools to be successful.
Laureate Education, Inc. (Executive Producer). (2008). Program eight Social Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved 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.
Learning itself has an undeniable cooperative and social component that as we progress into the 21st century is becoming a necessity for student success. “Technology provides a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members to communicate over distances.” (Pitler et al., 2007).
In today’s classrooms it is essential for our students to utilize cooperative situations and collaboration for multiple benefits. By following the appropriate structuring for cooperative learning, students are able to develop and practice skills that will be needed to function and be responsible in society and the workplace. These skills include: leadership, decision-making, trust building, communication and conflict-management" (Orey, 2001).
The everyday up-to-the-minute world of connections in society require computers, cell phones, text messages, I-pods, internet access and additional uses of other technology we need to prepare our students for. “We are living in a time when learning and innovation are increasingly global” (Pitler et al., 2007) and technology changes in education are occurring at a rapid pace where students must interact with technology tools to be successful.
Laureate Education, Inc. (Executive Producer). (2008). Program eight Social Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved 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.
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