EDUC 6711—Bridging Learning Theory, Instruction, and Technology
In this course, we have discovered and discussed theories on how students are best able to learn. By examining these varied beliefs of learning theories, I have been able to reflect on my own perception about how my students assimilate knowledge best. Each of the learning theories explored offer logic, reasoning, and validity that I can now utilize in my own personal theory of learning. Lever-Duffy & McDonald (2008) add: “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). Throughout this course, I have learned that by selecting specific components from the established theories of learning, I will be able to enhance the learning of my students by offering unique approaches, options, and choices to them.
Initially, my personal theory of learning had a narrower focus and limited range. I now view it as a more comprehensive compilation of elements taken from the learning theories explored in this course. Since my students have diverse learning styles, preferences, strengths, and weaknesses, I should also have a wider assortment of learning theories and strategies to utilize. My personal model for learning theory has evolved into one that recognizes the diversity and range disparity in my students, and can be altered or modified to better fit their learning variations. Regardless of the learning styles of my students or the strengths they exhibit in certain areas, my objective is to help them to become involved, absorbed, and active in their own learning. Technology is an implement I can use to achieve this.
An immediate change that I can make in my classroom when incorporating technology tools is to restructure assignments to make certain the tools are being used by my students. By keeping in mind that an instructional tool is something I would use, and a learning tool is what my students would use; I will analyze my approaches or strategies, make the necessary changes, and remember that my technology decisions should keep my students first. Pitler, Hubbell, Kuhn, & Malenoski (2007) offer: "Most teachers are eager to embrace new technologies, as they have seen their students' excitement and motivation increase when they do so" (p. 1). The criteria I use when selecting tools should be based on being interactive and meaningful for my students. Their particular needs will guide my technology tool decisions in order to provide them with activities that are relevant, motivating, and constructive.
Two technology tools that I would like to utilize are concept maps and wikis. Both of these tools provide the freedom and benefit of being used from the classroom, home, media center, or wherever there is Internet access. Concept maps offer a very visual way to organize and bring clarity to thoughts as well as link new information to existing knowledge. By allowing my students to build their own maps, they will be able to use a graphic hands-on activity to become engaged in the formation of their own learning. Novak & Cañas (2008) offer: “We believe one of the reasons concept mapping is so powerful for the facilitation of meaningful learning is that it serves as a kind of template or scaffold to help to organize knowledge and to structure it” (p. 7).
My second tool, wikis, provides a vehicle to work collaboratively with group members to design and manage projects. Richardson (2009) adds: “In using wikis, students are not only learning how to publish content; they are also learning how to develop and use all sorts of collaborative skills, negotiating with others to agree on correctness, meaning, relevance and more. In essence, students begin to teach each other” (p. 61). My students will be exposed to a very effective method of building teamwork skills while also building their knowledge base.
Two long-term goal changes that I would like to make are to continue with my shift toward a more student-centered environment and also to remain current in upcoming technology so that my students will be exposed to both the skills and tools they will need for their futures. By assigning a high priority to these two goals, my classroom will move toward a more horizontal flow of information, and my students will be more prepared and competitive as they search for jobs.
In order to implement these goals, I will seek, create, or re-work assignments—such as project, problem, and inquiry-based—that allow my students to play a more active role in their learning. Utilizing aspects of the cooperative learning strategy and the social learning theory will take precedence to achieve this goal. To stay current, I will continue to learn about how to use technology effectively in my classroom through dialog with colleagues, reading pertinent articles and journals, and taking courses or receiving up-to-date training.
Creating my unique theory of learning from the collection of recognized theories will help me to tailor my instruction to match the needs and learning styles of my students. Making wise technology tool choices will also help to satisfy their varying abilities and preferences. This course has helped me to recognize how these two areas can enhance their learning experience and help them to maximize their potential.
References
Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2-35). Boston: Pearson.
Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
In this course, we have discovered and discussed theories on how students are best able to learn. By examining these varied beliefs of learning theories, I have been able to reflect on my own perception about how my students assimilate knowledge best. Each of the learning theories explored offer logic, reasoning, and validity that I can now utilize in my own personal theory of learning. Lever-Duffy & McDonald (2008) add: “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). Throughout this course, I have learned that by selecting specific components from the established theories of learning, I will be able to enhance the learning of my students by offering unique approaches, options, and choices to them.
Initially, my personal theory of learning had a narrower focus and limited range. I now view it as a more comprehensive compilation of elements taken from the learning theories explored in this course. Since my students have diverse learning styles, preferences, strengths, and weaknesses, I should also have a wider assortment of learning theories and strategies to utilize. My personal model for learning theory has evolved into one that recognizes the diversity and range disparity in my students, and can be altered or modified to better fit their learning variations. Regardless of the learning styles of my students or the strengths they exhibit in certain areas, my objective is to help them to become involved, absorbed, and active in their own learning. Technology is an implement I can use to achieve this.
An immediate change that I can make in my classroom when incorporating technology tools is to restructure assignments to make certain the tools are being used by my students. By keeping in mind that an instructional tool is something I would use, and a learning tool is what my students would use; I will analyze my approaches or strategies, make the necessary changes, and remember that my technology decisions should keep my students first. Pitler, Hubbell, Kuhn, & Malenoski (2007) offer: "Most teachers are eager to embrace new technologies, as they have seen their students' excitement and motivation increase when they do so" (p. 1). The criteria I use when selecting tools should be based on being interactive and meaningful for my students. Their particular needs will guide my technology tool decisions in order to provide them with activities that are relevant, motivating, and constructive.
Two technology tools that I would like to utilize are concept maps and wikis. Both of these tools provide the freedom and benefit of being used from the classroom, home, media center, or wherever there is Internet access. Concept maps offer a very visual way to organize and bring clarity to thoughts as well as link new information to existing knowledge. By allowing my students to build their own maps, they will be able to use a graphic hands-on activity to become engaged in the formation of their own learning. Novak & Cañas (2008) offer: “We believe one of the reasons concept mapping is so powerful for the facilitation of meaningful learning is that it serves as a kind of template or scaffold to help to organize knowledge and to structure it” (p. 7).
My second tool, wikis, provides a vehicle to work collaboratively with group members to design and manage projects. Richardson (2009) adds: “In using wikis, students are not only learning how to publish content; they are also learning how to develop and use all sorts of collaborative skills, negotiating with others to agree on correctness, meaning, relevance and more. In essence, students begin to teach each other” (p. 61). My students will be exposed to a very effective method of building teamwork skills while also building their knowledge base.
Two long-term goal changes that I would like to make are to continue with my shift toward a more student-centered environment and also to remain current in upcoming technology so that my students will be exposed to both the skills and tools they will need for their futures. By assigning a high priority to these two goals, my classroom will move toward a more horizontal flow of information, and my students will be more prepared and competitive as they search for jobs.
In order to implement these goals, I will seek, create, or re-work assignments—such as project, problem, and inquiry-based—that allow my students to play a more active role in their learning. Utilizing aspects of the cooperative learning strategy and the social learning theory will take precedence to achieve this goal. To stay current, I will continue to learn about how to use technology effectively in my classroom through dialog with colleagues, reading pertinent articles and journals, and taking courses or receiving up-to-date training.
Creating my unique theory of learning from the collection of recognized theories will help me to tailor my instruction to match the needs and learning styles of my students. Making wise technology tool choices will also help to satisfy their varying abilities and preferences. This course has helped me to recognize how these two areas can enhance their learning experience and help them to maximize their potential.
References
Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2-35). Boston: Pearson.
Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
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