Final Reflection (6711)

            As this course nears the end, I have taken some time to reflect on how to effectively and appropriately integrate technology into my classroom.  In week one, we discussed our personal theory of learning based on both learning and instruction theories. After further investigation during this course, it became evident that the two are more intertwined than I had originally discussed.  Learning theory omits external environment and examines the way a student thinks while instructional theory study’s what you can do to change or adapt the environment to assist or facilitate student learning (Laureate Education, Inc., 2011b).  For example, a learning theory such as behaviorism utilizes conditioned response where the brain seeks to make connections and meaningful patterns (Laureate Education, Inc., 2011a).  Instructional theories, like constructivism, place the learner in the environment to learn via the process of discovery.  In my opinion, it is this process of discovery where learners make connections and establish meaningful patterns such as those required in learning theories.  It is this reason why my instructional practice will include an increased proportion of constructivist/constructivist activities.

            My instructional practice and tactics will focus on how create an experience that better enables my students to make the connection their brains seek.  One technological tool that will greatly enhance this ability is concept mapping software.  To better explain the benefits of this technology tool, I defer to a portion of my third week blog.  It states:

Concept mapping organizes an incredible amount of knowledge to assist in creating connection between working memory and long-term memory (Novak & Cañas, 2008).  Learners who participate in concept mapping are creating a document to follow ideas.  Each idea or concept links to another concept that takes on characteristics similar to that of a flow chart.  Those learners who strive to construct quality concept maps have demonstrated that they are actively engaged in the creative process (Novak & Cañas, 2008).  This creativity enables students to utilize their “experiences and learning strengths in the process of constructing knowledge” (Orey, 2001).  By participating in the construction of their own knowledge through the experience of concept mapping, students again make connections in working memory that are easily retrievable in reinforced long-term memory.

            Additionally, I would like to incorporate the use of a wiki for unit and semester exam reviews.  While not a particular technology we studied in this class, it best suits my desires to infuse constructivist/constructionist into my instruction.  By developing a wiki, students will not only be able to learn from one another about challenging content, but I would also be able to use it as a check for understanding and perhaps a formative assessment.  Depending on the dialogue in the wiki, I could simply adjust their classroom instruction to address learning gaps in content.  The end product is a useful unit exam reviews developed by the students themselves.

            To strategically implement these tools as my long-term classroom goals, each semester students will be divided up into two cooperative learning groups who are assigned as task-masters for each unit.  These teams will be responsible for creating the entire class’ unit review; one in charge of the concept map and one in charge of the wiki.  Each group will be given a mandatory list of topics to cover within each unit where both will be posted and utilized on the wiki.  As one could imagine, the task-masters will need to collaborate effectively to ensure equitable coverage of unit content.

Ensuring equitable participation in this activity calls for employing safeguards that address equity in time, ensuring collaboration and how to effectively evaluate student learning.  In an effort to accommodate those students who do not have access to technology at home, I would set up a schedule in the beginning of the semester for different teams to sign up for their unit review.  The idea is one unit is assigned to one team of task-masters.  Hopefully with enough notice, students would be able to plan accordingly and use the schools resources.  If not, I may have to assign class time. 

Being a math teacher, my instructional tools have typically used pencil and paper to solve problems,  As one can imagine, incorporating technology as part of math content has become increasingly difficult for me.  My content area has never fully appreciated the utility of technologies such as VoiceThread and virtual field trips, but lends itself more to graphing calculators, spreadsheet analysis and interactive whiteboards.  My challenge is how to motivate students to use technology while learning a content area that is historically pencil and paper based.  The most important information gained out of this course for me was directing my classroom to become more student-centered where students build their knowledge to make connections.  Hopefully I can incorporate technology effectively enough to support such tenets.

Laureate Education, Inc. (Producer). (2011a). Program one: Understanding the brain [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

Laureate Education, Inc. (Producer). (2011b). Program three: Instructional theory vs. learning theory [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

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

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

 

Homework Completion VoiceThread

http://voicethread.com/share/2302139/

Connectivism and Social Learning in Practice

             Social learning theories place emphasis on context and culture as students engage in constructing knowledge and understanding with those around them (Laureate Education, Inc., 2011a).  Of particular interest in education are two social learning theories that we studied in class this week.  One is constructivism that states “learning is the act of constructing knowledge, making meaning, and making sense of the world” (Laureate Education, Inc., 2011b).  The second is connectivism where learning is the process of forming networks in which knowledge resides within the patterns of adjoined concepts (Laureate Education, Inc., 2011b).  This week, I will describe how these two social learning theories correlate with current instructional strategies that involve today’s technology.

                Collaboration and cooperative learning are amongst the instructional strategies used to support the tenets of social learning by submersing the learner in a context where those who participate create meaning through their interactions with other members of their group (Orey, 2001).  Both operate from a constructivist vantage where learners construct knowledge based on their understanding about what occurs in social situations (Orey, 2001).  While seemingly difficult at first, technology can greatly assist in facilitation of such an instructional strategy.  For example, multimedia projects are a natural environment for this type of project (Pitler, Hubbell, Kuhn & Malenoski, 2007).  Kids work collaboratively to create a documentary or narrative as a finished product. In the process, members of the project add their strengths to assist and guide fellow members while supplementing their own content deficiencies.  Those who participate gain not only the knowledge they discover, but the knowledge other members of the group discover as well.        

                Collaboration and cooperative learning strategies also support the ideology of connectivism by utilizing the vast internet network where an overabundance of information is available to all who choose to learn (Laureate Education, Inc., 2011b).  Communication software such as blogs and wiki’s can assist in collaborative efforts where students use the technology to “bounce” ideas off of one another to reach a common goal (Pitler, Hubbell, Kuhn & Malenoski, 2007).  Learners rely on this positive interdependence not only to use the network of information to find a solution to a problem, but they use the blog or wiki as a tool to convey what they have learned to other group members.  We use this technology as part of our everyday culture.  Consider the impact Facebook or Twitter has had on our society. Think of those times when you had a problem or issue and asked for help through one of those venues.  There was immediate response from your “friends” about how to remediate your situation.  Think about how businesses use Skype to video conference with clients and colleagues.  This response to the utility of communication software definitely indicates that our society supports both collaborative and cooperative learning.  Academia should be no different.  Additionally, this technology can be used to foster a partnership with other learning communities outside of our classroom.  Resources such as educational websites will only further make connections to new perspectives, information, and vantage points.

                All things considered, I believe that social learning theories such as constructivism and connectivism are supported by instructional strategies such as collaborative and cooperative learning.  Important to the success of these instructional strategies are the technological tools to help facilitate the most effective implementation.  Sure, I agree that using these technologies and strategies may take a little additional work preparing and planning the lesson.  In fact, it may even seem like you are a first year teacher again, but that may not be such a bad thing.  Beginning a new adventure by challenging ourselves and tired and worn out strategies that have lost their effectiveness and social momentum only helps us become better teachers, and ultimately creates better students in the interim.

Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning 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

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

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

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