Course Reflection... New and Improved Way of Learning

During the first week of class, I expressed that I had an eclectic approach to learning theories in which I use in my classroom. While I have not necessarily completely modified my personal learning theory, this course, however, has helped me understand how these theories are actually represented in my classroom. For example, I did not include the social learning theory as one that I necessarily think of when teaching; when in fact, this theory is thoroughly utilized every day. I have students working together in groups to find a solution to a problem or to defend a theory and by working in partners to reflect on a lesson by using the think-pair-share strategy. It was written in the section “Social Constructivism” of Dr. Orey’s (2001) book that:

Each of us has a uniquely constructed version of reality that we carry around with us in our day-to-day experiences as human beings. Two people looking at same thing together never actually see the same thing in the same way. (para. 26)

For this reason, I find it is important that students have the opportunity to learn things from their classmates who will have a different perspective. This gives students the chance of truly respecting the background, experiences, and thoughts of their classmates. In fact, I would like to use this quote when teaching students why and how we work together.  

While planning lessons, I always strive to present information differently in order to reach as many learning styles as possible. In the past, this may have been in the form of working together, hands-on experiences, or movement. While this will certainly not change, an adjustment that is necessary in my planning however is the need to incorporate technology as a learning tool. Pitler, Hubbell, and Kuhn (2012), express that technology helps educators more effectively differentiate instruction, reach multiple learning styles, and engages students in the classroom.

One of the technology tools that I have been head-over-heels excited to utilize in my classroom is VoiceThread. It is a simple and easy to understand tool that can be used both as Dr. Orey (Laureate Education, Inc., 2011b) describes an instructional tool and a learning tool. I have the desire to create how-to videos for students to view at home. Many students understand the material when in the classroom, but have a hard time when there is not any help available. Furthermore, I want the responsibility of creating these how-to videos to transfer to my students. After they have seen quality threads created by me, they will have a clear understanding of what is expected of them. Pitler et al (2012) also expresses that VoiceThread provides students the opportunity to communicate with each other and provide feedback.

The second technology tool I would like to use with my students would be virtual field trips. According to Dr. Orey (Laureate Education, Inc., 2011a), virtual field trips provide students the chance to go and experience a place that you cannot physically go. Furthermore, it provides students the opportunity to use the part of the brain that processes images which results in the learners’ ability to process both the image and the discussion that is taking place simultaneously.

My first goal for making a change toward technology is simply to put it in the hands of my students. While technology may not be completely available all the time, arrangements can be made and certainly lessons can be created that involve student use of technology. My second goal is to create a more student-centered classroom. I understand that this may not be a completely easy task at first, but I will start slow so that I can begin making this transition. Fulfilling the first goal will of course lead into the second, but I also want to make other aspects of my lesson fit the second goal as well. As I mentioned earlier, I use many other strategies that are not necessarily technological related, but these also can be used in a student-centered classroom.  

References:

Laureate Education, Inc. (Producer). (2011a). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program thirteen: Technology: Instructional tool vs. learning tool [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E.R. & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.