Reflection on 6711: Bridging Learning Theory, Instruction and Technology

This course contributed greatly to my professional development. It helped me better understand how the brain works to support learning. I found the statement by Dr. Wolfe (2009), that learning is making and strenthening connections between thousands of neurons in the brain, very interesting. The course further draws attention to the many learning and instructional theories that tried to explain how children learn. Most important as well was the indebt study of the wide variety of technological tools that support the instructional and learning strategies.

I will continue to reflect on my learning during this course by reflecting on the first application that sort to lead us to document our personal theory of learning. In that assignment, I suggested that students learn best when material is presented in small units, through exciting activities. Most of the traditional learning theories support these ideas. The constructivism theory emphasizes active engagement of students by suggesting that students derive meaning through constructing an external artifact that they can share with others (Orey, 2009). Similarly, the Social Learning Theory emphasized active engagement but suggest that learning is more effective when students work and converse together as they build their artifact (Orey, 2009). I wish to embrace the constuction and collaboration idea into my learning theory.

Two technological tool that I found very useful are the concept mapping tool and the virtual field trip. The concept mapping tool can enhance learning by helping students visualize ideas and connection between ideas. In addition, it replicates networking patterns of the brain, thus enhancing understanding and memory (Orey, 2009). As a geography teacher, the virtual field trip tool had a special interest for me. The virtual field trip helps students to experience memory rich images of a wider range of themes from across the world. What I find interesting as well is the fact that as I travel on vacation I can take pictures of geographical features, upload them to powerpoint or my blog and create my own virtual field trips to use in my class. Orey (2009) deposit that virtual field trips are powerful tools that create episodic memory that make rich connections that enables students to retain and recall information.

As I embark on technology integration, my main goal will be to familiarise myself with the wide variety of technological tools; products, software, and online resources available and the power and the capabilities these tools have to support learning. During this course I was introduced to many tools, but it will take time to develop real competence with these tools to feel comfortable using them in the classroom. I will do this by first documenting the curriculum areas that technology resources will be most beneficial, following this I will identify technological resources using the following categories: tool for communication, tools for construction, tools for expression, tools for enquire, tools for presentation, tools for collaboration, tools for learning an so on. Once this is done, I will share the information with my colleagues as a motivational boost for them to come on board.

Many educational technology tools are available for parents and students to support effective learning. It is the responsibility teachers to familiarize themselves with theses tools so that they can feel comfortable in using then in the classroom to enhance learning.




Reference:

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

Social Learning in Practice

Social learning theorists assert that students learn best when they are able to construct artifacts while they converse with others (Orey, 2008). The social learning theory embraces the power that students working together can have on their learning. Students can learn together by constructing images, share ideas, analyze information and making decisions (Woolfolk, 1993). Students that have a particular skill or knowledge can pass that knowledge on to the others as they work on their projects. Closely linked to the social learning theory is the instructional strategy known as cooperative learning. "Cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning" (Pitler et al, 2007 p. 139).

Technology can facilitate cooperative learning by enabling students communicate as they collaborate on constructing their group projects. Interactive tools such as face book, voice thread and wiki allow students to communicate with each other even when they are not working face to face. Another important aspect of cooperative learning is that information is passed from those who know to those who need to know(Orey, 2008). Technology can serve as this "knowledgeable other" by acting as knowledge resource for the group. Dr. Orey (2008) described an instructional strategy where students use Internet resources to construct meaning then use PowerPoint presentation to teach fellow students. Students can better understand the material as they teach it to others. With all of the above said, I can conclude that many of the technological tools that we have been exposed to for this week correlates well with the social learning perspectives.

Reference:

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

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

Woolfolk, A. (1993). Education Psychology (5th ed.). Boston: Allyn and Bacon.

Constructivism/Constructionism in Practice

The constructivism and constructionist learning theories support learning where students learn through direct experience or discovery. Dr. Orey (2008) summarises constructionism as a theory of learning that asserts that students learn best when they build an artifact or something that they can share with others. Inherent in this definition is the idea that teachers should be facilitators that provide the enabling learning environment through which students can derive their own meaning through discovery. The constructionists go a step further and suggest that students learn best when they construct something tangible.

The study materials for this week recommend several technology based tools that teachers can utilize to facilitate instructional activities where students can discover and create artifacts of their learning. Pitler et al. (2007) recommend software that students are able to use to generate and test hypothesis. They describe a number of interactive software that allow students to spend more time interpreting data rather than gathering data.

In addition, there are a number of project based learning technology that can be used to facilitate discovery learning. Project based tools enable students to improve skills such as, communication skills, presentation skills, organisational and time management skills, as they plan and develop their projects. There is very little doubt that these technological tools correlate well with constructivist and constructionist learning perspectives.

Reference:

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

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

The cognitive learning theory in practice

The cognitive theorists view learning as, "a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used" (Duffy & McDonald, 2008 p.16). Enshined in this definition is the idea that learning is a thinking process, a mental activity of the brain. Dr. Wolfe (2008) emphasized that learning is making connections or strenghening connections in the brain. She also emphasized that in order to understand, the brain attaches new experiences to information that is already there. In addition, the brain creates new connections when new experiences are encountered.

The instructional strategies that were studied over the past week correlate well with the cognitive learning theories. Pitler et al (2008) suggested that cognitive instructional tools such as cues and questions help to trigger student's memories and help them to access prior knowledge. Thus helping to support the connections and prepare the brain to receive new information. According to Pitler et al. (2008) teachers can use the web to find new information which is then plug into advance organizer. The advance organizers are good instructional tools because they mimic the connective, networking of the brain. Technology offers teachers numerous ways of presenting instructional materials to students that can stimulate their thinking, reasoning and creativity, thus supporting the cognitive perspective on learning.

Reference:

Duffy, J. & McDonald J. (2008). Theoretical foundations. New York: Laureate Education Inc.
Laureate Educational, Inc. (Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Dr. Patricia Wolfe, Dr. Michael Orey.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroon instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

Reinforcing effort and homework/ practice are two instructional strategies that are closely linked to the behaviorist principals of learning. Pitler et al. (2007) noted that "the instructional strategy of reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (p. 155). The behaviorist theory of learning places great emphasis on the learner responding to external stimuli. Once the required behavior is received then reinforcement ensures that the behavior is repeated. It is important for students to understand the importance of making an effort to achieve the desired outcome. Pitler et al. (2007) emphasised that technology, such as spreadsheet software can assist students and teachers to track their efforts and achievement.

Homework and practice give students a chance to review, apply what they learn and to master important skills through practice (Pitler et al. 2007). Indeed skills are not fully applied without frequent practice. There are a number of computer software that provide practice using tutorials, assimulations and drills. Technology enables practice exercises to be done at home, under similar school conditions.

Becoming a Teacher Leader in Integrating Technology in the Classroom

The course, Understanding the Impact of Technology on Education, Work and Society has opened my eyes to the many possibilities that modern technology offers to teachers to create more exciting and student centered learning environments. We were introduced to three Web 2.0 tools: web blogs, wikis and podcast. We learned how to publish our ideas on web blogs and work as part of a group to complete a task using Wiki. Creating the podcast was the most challenging. We learned how to record, edit and upload audio to the internet. My technology skills have improved significantly while completing the practical assignments of the course.

I will continue to expand my knowledge of technology integration by researching additional internet based tools that can be used effectively in my classroom. I will continue to interact with my classmates to garner their ideas on other tools that are available and how best to utilize them in the classroom.

Gloria Antifarff (2000) suggested that, integrating technology in education “should serve to guide, expand and enhance learning objectives.” With this suggestion in mind, I propose my first goal for transforming my classroom environment into an integrated leaning environment. The first goal is to document all the topics, themes, activities in the curriculum that I can use technology to enhance the academic achievements of my students. This reflective process will also be directed towards identifying the various technology based tools that I can use to deliver the topics. It will also be necessary to assess the students’ social and academic needs with a view to identifying the technological resources that can best address these needs.

The second goal is to acquire the necessary hardware and software necessary for the technology integration. To achieve this goal, I will form a lobby group among teachers and parents that will work with me to develop a proposal to submit to the Ministry of Education, corporate entities, the past students association and international donor organizations in order to acquire financial assistance and donations for this project.

All attempts will be made to use technology in new and innovative ways to capture and maintain the attention and interest of my students. Integrated technology will assist my students to think creatively and to express their creativity and innovativeness in new and exciting ways.

Reference

Antifarff, G. (2000, April). Educational Communications and Technology. University of Saskatchewan. Retrieved February 28, 2010, from http://www.usask.Ca/education/coursework.html

http://philbean.podbean.com/2010/02/07/digital-learners-2/

http://philbean.podbean.com/2010/02/07/digital-learners/

Reaction to the Partnership for the 21st Century Skills web site

The Partnership for 21st Century Skills appears to be a very proactive and visionary organisation. Its vision to ensure every child’s success as citizens and workers in the 21st century is truly noble. I am very impressed with the organizations approach to ensuring that this vision becomes a reality. The organisation clearly defined the skills that children today need to have to survive and to make maximum contribution to their self development and the development of their local and the global communities. In addition, the organisation engaged collaborative partners that include a wide cross section of civil society and government. It also sought a legislative framework on which its policies can be enforced and funded. It is also commendable that the organization provide funding and resources for the development of the skills in schools.

The skills identified by the Partnership for 21st Century are indeed relevant to the socioeconomic trends of the world today. The skills include creativity, innovation, critical thinking, problem solving collaborative and financial, economic, business and entrepreneurial literacy. David B. Reeves, through the Partnership for 21st Century Skills web site, states that some professionals differ about the skills that are most relevant. He suggested that most professionals agree that communication, teamwork, creativity, critical thinking, and problem solving are among the most common.

The challenge for educators is how these skills will be addressed at the classroom level. The Partnership for the 21st Century skills seems to propose that the skills development be combined with the core curriculum. The partnership’s web site provides a number of resources that educators can use to assist them to integrate the skills into the core curriculum. I wish the Partnership the best of success as they support efforts that will ensure that the 21st century skills are taught in all schools.


Reference

Partnership for the 21st Century Skills. (n.d.) A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Repor.pdf

How I can use blog

Presently, I am working in education administration. I can use blog to engage in planning discussions with my colleagues. I can use blogs to engage principals and teachers in discussions about various issues affecting the profession. Sometimes I need their input on programs that I am planning. I can use the site to publish the outcomes of various programs that I organized.

Preschoolers displaying the national dress during the 2009 Early Childhood Education Parade in November, early childhood month. Improving the administration and delivery of Early Childhood Education is one of the focus areas for the education program in Antigua and Barbuda.