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.