Course Reflection

When reflecting on my personal theory of learning, I find that my overriding ideas and opinions have changed very little—I still believe in integrating parts of all the learning theories as I did at the start of this course. It is finding the right balance between all of them that is the key to a successful learning environment. The theory I find myself relying heavily upon is the social learning theory—my classroom is filled with collaborative learning activities (Laureate Education Inc., 2009). In order, "[t]o be prepared for the fast-speed virtual workplace that they will inherit, today's students need to be able to learn and produce collaboratively" (Pitler, 2007, p. 139). Students are often seen exploring concepts through inquiry and teaching their peers what they have learned as a result of their discoveries. I am often seen as a facilitator of learning—encouraging exploratory learning and aiding students when they struggle to find the right direction. I also rely upon the constructivist theory—students are often required to create some sort of artifact to show what they have learned (Laureate Education Inc, 2009). One way I have grown over the course of the past eight weeks is in my ability to utilize technology to support the integration of the different learning theories. I feel more comfortable with and knowledgeable about the plethora of tools available at my students’ fingertips and my disposal.

The immediate adjustments I am making to my instructional practice are subtle but powerful. I am trying to incorporate technology into every unit I teach this year—so far I have used BrainPop videos with interactive quizzes (multiple times), webquests, and student created PowerPoints. I have added links to websites students can visit for enrichment activities, learning games, research among others to my classroom website. In the future, I am planning on incorporating VoiceThread into several lessons and I am going to utilize concept mapping in my next unit on classification of living organisms. Both technologies allow students to produce artifacts as evidence of learning and are valuable forms of authentic assessment—alternatives to pencil and paper tests. I enjoy seeing the wide-range of products my students create—and having them share with pride. I am attempting to address the needs of all types of learners through diversifying the types of activities I implement.

I have plenty of room for growth in the area of technology integration in my classroom. One of my major goals is to explore the usage of discussion groups or blogging in my classes. My school recently lifted part of the internet firewall that would allow me to access blogging sites at my school, and the district actually implemented a discussion board on our individual websites. I am in the process of learning about the system and the rules and regulations provided. I plan on beginning to use/require students to use the discussion board starting next semester. I am hopeful that it will help further develop a classroom rapport and encourage more learning through inquiry.

My second goal is to develop my skills with the 3M projector (smartboard) and my document camera. I am currently stuck in the rut of using it as a glorified overhead projector because I am thoroughly overwhelmed by the capabilities of the system. I am quickly finding that my students are more comfortable exploring its wide variety of applications than I am. I am signed up to take some professional development courses to assist me in easing the “fear.” I know once I conquer it, my students will reap the bountiful benefits—it is a great tool for actively engaging students in the learning.

Overall, my comfort level with technology has increased by leaps and bounds. My students love all the new activities we are experiencing together, and they are learning so much more from each other than I could ever dream of teaching them. They are having fun exploring and discovering new talents and ideas. Technology is opening doors to learning that were previously locked; I am lucky to have the tools and resources to unlock and distribute the hidden treasures.


Resources:
Laureate Education, Inc. (Producer). (2009). Instructional theory vs. learning theory. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Laureate Education, Inc. (Producer).(2009). Social learning theories. [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.