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.