Effective Bridging of Technology and Instruction: Reflection

This course has introduced me to new educational and technology resources that I believe will be very beneficial in my teaching practice. I do not believe, though, that the ideas from this course have changed my ideas about my personal theory of learning. I still believe that every student has their own, personal learning style. While each student differs in their learning style and educational experience, they all share common learning characteristics that teachers must use and build on in order to create an effective learning environment. My personal beliefs about student learning revolve around the idea that all students have their own unique learning style, but that all learners share common learning capabilities. The majority of students can learn through using visual, aural, reading, or kinesthetic styles, but have personal strengths in one or more of those areas. This is why I believe in the importance of varied instruction. Students’ differing learning styles demand for teachers to be receptive and adaptive in their own teaching methods. I still follow these same beliefs about learning, and the resources and materials from this course have helped to strengthen those beliefs.

I have found that integrating technology into my classroom has been very supportive in helping to vary my teaching style to fit the multiple learning styles of my students. Technology resources seem to work as a bridge to connect multiple learning styles. Students seem to adapt to the use of technological tools regardless of the learning style modalities that they normally rely on. I have been able to immediately implement several technology resources from this course into my class lessons. In both my Geography and World History classes I have incorporated virtual field trips into our lessons. These activities have offered students a visual experience of the topics we cover that help to form better connections to the material and create lasting knowledge of the content covered. I have also used Voice Thread to expand how students communicate and develop projects and lessons. This tool has helped to open communication back and forth between the students and myself, and also as a tool that has helped students to communicate with one another outside of the classroom.

The two long-term goals that I have for my classes are to implement new technology resources into all units of study, and to use learning technology resources that develop student-centered learning, rather than depending on instructional technology tools and resources. I have learned about many new technology resources through this course and others, but I have not been quick to implement them into my own students’ work. I would like to focus on putting new learning strategies to work immediately in my classes. This will require the tweaking of many of my current lessons, but I think the results will be very beneficial for both the students and myself. I also need to do a better job of making sure that my technology implementation uses learning technology tools rather than instructional tools. Reflecting on my own teaching practice, I have to admit that I am guilty of using instructional technology tools to “teach” rather than focusing on learning tools to help my students engage and learn. I have spent a great deal of time over the past year trying to change my teaching style to incorporate a more learner-centered approach. Continuing this practice will help my students to engage with course material and create more meaningful work.

Voice Thread

Voice Thread

Connectivism and Social Learning in Practice

Social learning theory is built on the concept and idea that students or individuals learn through interactions with others. There are several theories that exist pertaining to just what extent that learning is dependent on social learning, but the overall idea of the theory is sound. The interaction of individuals, especially students in a cooperative learning environment, promotes the advancement and gains of knowledge pertaining to course topics and subjects. As our course text states, “Cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, & Mealenoski, 2007, p. 139).

I believe that social and cooperative learning can be successful in any classroom if lessons and concepts are implemented correctly. That proper implementation comes with direct and proper guidance and structure from the classroom teacher. The procedures for cooperative and social learning need to be explained and modeled thoroughly by the classroom teacher for them to be utilized effectively. Students need to have a clear understanding of lesson expectations if they are to implement their ideas in the desired manner. While students can be very effective at creating and producing new and exciting work, they have to be guided in a direction that ensures that they covered the desired topics and material of each lesson. That is where a skillful teacher knows when to step in and service their students.

I see social and cooperative learning as encouraging higher level thinking skills, but also reaching a variety of learners. As differentiated learning and instruction becomes a greater focus in the modern classroom environment, teachers must find ways to reach the wide variety of learning styles presented by their students. Social learning provides teachers with the opportunity to engage students of all types of learning styles and abilities. It provides opportunities for advanced students to shine, while also aiding students that may struggle. The concept serves as an opportunity for all types of learners to build off of one another and create a meaningful and engaging learning environment.

Resources

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

Constructivist/Constructionist Learning Theories

In this week’s learning resources, Using Technology with Classroom Instruction that Works, refers to the instructional strategy of generating and testing hypotheses. The idea is to have students involved in the six steps of this strategy which involve, “(1) systems analysis, (2) problem solving, (3) historical investigation, (4) invention, (5) experimental inquiry, and (6) decision making” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p.203). This instructional strategy lends itself well to the constructionist theory of learning, as students go through the six steps, they create an experiment from which they are learning. This falls directly in line with our learning resources from Dr. Orey, in which he explains the constructionist learning and teaching strategy being applied best when people build external artifacts that they can share with others (Laureate, 2009).

Generating and testing hypotheses strategies build on Dr. Orey’s ideas of students’ first-hand experiences helping them to engage in learning processes. The steps of the generating and testing hypotheses strategy will have students assimilate or accommodate to the learning schema. Dr. Orey describes assimilation and accommodation where a learner either adds something to an existing schema and makes it fit, or creates a completely new schema for something that does not fit with past learning. As a student uses and develops these strategies, they will take in information and either assimilate it to something they already know or accommodate for it by creating newly stored knowledge (Laureate, 2009).

My own classroom experiences have led me to believe that student learning and engagement with course materials tends to be higher when the learning is more student-driven. Students working together and collaborating on ideas for their work will usually produce really high-end results. Growing access to technology in the classroom, along with many students’ advanced knowledge of technology resources and skills, creates a learning environment that falls directly in line with constructionist application. Students are able to take their own knowledge of technology and apply it to best fit the demands of their individual courses. Teachers will continue to find themselves guiding their students through lessons, rather than directly teaching them. As students assimilate and accommodate their learning, teachers will have to assimilate and accommodate their teaching practices to best fit the tech-savvy students they will encounter as they move forward in their careers.

Resources:

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Dr. Orey

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.

Behaviorist Learning Theories

Even though the concept of behaviorism has grown out of fashion in the education world, as Dr. Orey stated, behaviorist practices are still used every day in the classroom. It is something that we, as teachers, are involved with all the time, even if we focus on moving away from behaviorism’s basic concepts of operant conditioning. This week’s learning resources, focusing on effort and homework and practice strategies, have opened my eyes to ideas that behaviorist practices are being used in ways to greatly benefit students. These strategies can be effectively supported through behaviorist concepts related to reinforcement. The use of these strategies, along with supportive technology resources, can provide a framework for student success that is actually linked to behaviorist practices.

The idea of reinforcing student effort is certainly a concept that most teachers can relate to. The authors of Using Technology with Classroom Instruction that Works stated, “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p.155). This falls back upon the behaviorist concept of positive reinforcement for desired student responses. I see my own students failing to understand the relationship between effort and their work production, and I believe the strategies offered in the Using Technology text can help to bridge that gap. If students can understand how their own effort is directly related to their achievement, they will be able to resist tendencies to place blame for poor performance on outside factors. The internalization of their achievement places responsibility within the student to reach and achieve the desired outcomes and practices.

Homework and practice strategies and concepts can be extremely beneficial to student learning experiences, but they are often viewed in a negative light by both students and teachers. I try to connect homework to in-class lessons as a form of practice. I want my students to utilize their time outside of our class to become more familiar with the material that we cover throughout the day. Students will often regard this as repetitive and boring. While I try to make all work meaningful and effective for students, sometimes the practicing of concepts or ideas is the only way to ensure students truly understand material. Pitler, Hubbell, Kuhn, and Malenoski observed, “Having students practice a skill or concept enhances their ability to reach the expected level of proficiency. Multiple exposures to material help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p.188). Whether homework or practice time occurs at school or at home, I try to incorporate some type of technology resource to “liven up” the work. I want to offer a variety of methods for introducing and covering material, so that students with varying learning styles can find a strategy that works best for them. Many times one of those strategies is found through homework or practice.

Resources

Laureate Education, Inc. (Executive Producer). (2009). Behaviorists learning theory [Motion picture] Bridging learning theory, instruction, and technology Baltimore: Author.

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

Week 8: A New Mind-set – Reflection

Week 8: A New Mind-set – Reflection

• In what ways has this course helped you to develop your own technology skills as a professional teacher?

Through this course I have had to learn and adapt to technology resources that I was previously not very familiar with. I had very little experience working with blogs, wikis, and podcasts. This course introduced me to the development and use of those tools as applications for content in my own classroom. I have expanded my technological skills by working with those tools and also any other technology tools that aid in developing those resources. Most of my prior technology-based work centered on using the Internet and working within already-structured web pages. This course has helped me see that I can expand beyond those boundaries and use resources to better engage 21^st century students.

• In what ways have you deepened your knowledge of the teaching and learning process?

This course has shaped my teaching ideas to better develop content and lessons that are better-suited for the 21^st century student. I have had to change my approach to lesson planning so that my classes can be geared towards digital native students. I feel as though I have a better perspective of why technology needs to be integrated into the modern classroom setting after working with the course resources. The research and perspective given by the various contributors to the course resources opened my eyes to the changes in student learning that is and has taken place over the last decade. I feel that with a new perspective on student learning, I can develop my own classes to enhance the learning process.

• In what ways have you changed your perspective from being teacher-centered to learner-centered?

Much of my own class setting prior to this course was teacher-centered. That is how I was taught as a student, and that is how I was instructed to teach in college. I now see the shift that is taking place in the modern classroom towards a more learner-centered class environment. The improvement of the technology resources available to students and teachers makes a learner-centered class environment easy to create. I no longer have to run the entire class or lesson, or even trust that I have all the answers. Modern students have the capability to move at their own pace within a given structure, as well as have the ability to find information in all new areas. My objective of creating a more learner-centered environment really puts the onus on me to create lessons with structure and guidelines that will press students into using their own knowledge and skills to complete and expand on our class material. I have had to shift quite a bit of my old teaching standards and lessons, but I believe the benefits will far outweigh the work I have to put into making the transition.

• In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?

I have to continue to change and advance with the 21^st century students. If I want to keep student engagement at its maximum possible levels, I will have to continue to adapt my teaching to the shifts and changes in technology. As the modern student continues its technological growth and understanding, I have to be willing to change along with them. Continuing my own education as it relates to technology integration in the classroom and then applying my new skills into the classroom will continue high levels of engagement with my students and ensure that I will not become irrelevant in the changing educational environment.

• Set two long-term goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?

My first goal is to have my students work at a one-to-one ratio on computers at least three days a week for the entire school year. To accomplish this I will have to work closely with our media center and technology department to find ways to expand the number of computers we have available to all of our students. There are a variety of ways to try and go about this process, from grants, to fundraising, to changing applications of department funding. My second goal is to expand the time and work of my classes to areas outside of the normal school day. I want each of my students to have to interact with some kind of online course materials at times beyond the regular school day. This will involve each of my students having access to a computer with online access from home. While most of my students already have this, there are still many that do not. I want to work with the media center and technology department to find ways to provide computers to students to use at home that have access to our online classroom. Again, there are various ways to go about this; they just need to be instituted.

• Refer to your checklist from Week 1. Have any of your answers changed after completing this course?

Most of my answers in regards to “Practices to Support 21^st Century Skill” have not changed. The biggest shift in my own involvement with technology integration in my school has occurred with “Developing Technology Skills for the School and Workplace Environments.” I have become more involved in developing a technological vision for my school and working across departments to work for better technology integration in our school. I feel that I have also done a better job of modeling technology integration and proper technology use to support student-centered work. I see my areas of strength sustaining, while taking advantage of our course resources and applications to improve on possible areas of weakness.

Week 8, Reflection:

Ross Walker

Teacher - Forsyth Central High School

Grade 9

Cumming, GA

Submitted, June 13, 2010

EDUC-6710I-1 Understanding the Impact of Technology on Education, Work, and Society