After taking the course Bridging Learning Theory,
Instruction, and Technology, I have gained a solid understanding of each
learning theory and the instructional strategies and technology tools that
could be associated with each. I
explored learning theories, such as behaviorism, cognitivism, constructionism,
social learning theory, etc. in my undergraduate work. However, this course required digging deeper
into the theory, recognizing what it looks like in the classroom, and how it
can be supported using instructional strategies and educational technology.
Reflecting on my personal theory of learning from week one,
I can still say that I align myself with a constructivist approach. I did realize that although I design lessons
and activities that require active student engagement, cooperative learning,
and construction of meaning through means of creating a product, my teaching is
also influenced by behaviorism and cognitivism.
As an example of behaviorism, I use a behavior management system in my
classroom that includes positive reinforcement and consequences that help to
shape student behavior (Orey, 2001). I
also believe that when students receive timely, constructive feedback, this affects
their future performances. I also use a
variety of instructional strategies such as non-linguistic representations, and
advanced organizers that would commonly be associated with cognitivism because
information is being received through the senses, manipulated, and the stored
away for future use (Lever-Duffy & McDonald, 2008).
Throughout this course, we explored the nine clusters of
instructional strategies in depth. I
know I have always incorporated these strategies into my teaching practices, but
in no way have I been teaching them proficiently using educational
technology. I am now more familiar with
educational technologies such as Inspiration, blogs, wikis, webquests,
VoiceThread, and simulations. I also
feel more comfortable with a wide variety of apps, and interactive
websites. I even learned many new things
about features of Word and Google Docs.
I have been using Word for all of my word processing needs and didn’t
know about all of the possibilities.
I will make a couple of immediate adjustments to my
instructional practices by incorporating a couple of new technology tools. The first technology I will begin using
immediately is Edmodo. I think that
Edmodo provides opportunities for my students to begin communicating by
blogging, but within a safe and secure environment. These interactions between teacher and
students and peer to peer will require critical thinking, problem solving, and
collaboration, resulting in enhanced student learning and communication
skills. I think that I can get parent
permission for Edmodo much easier than I can get it for blogging sites. I will also begin creating multimedia
presentations for each unit in our reading program. I think that using multimedia presentations
to present the weekly skills, strategies, and vocabulary to students will be
more engaging than how I am presenting it currently. I will focus on non-linguistic
representations of content, so students can gain a deeper understanding and
commit these big ideas to memory for future use. I would like to share my new knowledge of
these educational technologies with my colleagues and find time where we can
collaborate to create lesson plans to incorporate them. I think that if we work together, we can make
sure to address the standards and objectives we want to achieve, create samples
to use in our classroom presentations, and save time doing so.
I have a few long-range goals I want to achieve. I would like to get approval from my school
district for all students to have functional email addresses and authorization
to unblock blogging and social media sites.
If students had email addresses, communication and setting up accounts
for other educational technologies would be much easier to do. Having these sites unblocked will allow
collaboration and communication with other people all over the world. The possibilities will increase greatly if
these changes are made. Currently, there
are many rules and regulations within our district. Parents are very concerned about the safety
and security of their children as it relates to technology. In order to achieve these policy changes, I
will first communicate my wishes to our building administrator. Educating parents on how technology can
enhance learning and help to prepare students for higher education and future
careers will be a critical component of making these changes. I think that a petition signed by educators,
parents, and students could be presented to the school board to persuade them
of this need in our K-5 buildings.
My second long-range goal is to focus on two instructional
strategies, identifying similarities and differences, and cooperative learning
with my students, over the next year. I
want to master all nine clusters and help my students to become proficient in
using them, but I feel that the way to do this will be to focus on two at a
time. While using these strategies with
my students I will integrate a variety of technologies. I will use Kidspiration to create anchor
charts for comparing and contrasting information within all subject areas. I want these charts to be interactive, so
students can add to the information and revise during our whole group
discussions. I will create projects for
a comprehensive review of knowledge and skills using wikis and webquests. These projects will give my students
additional opportunities to practice cooperative learning skills.
In conclusion, the course Bridging Learning Theory,
Instruction, and Technology helped me develop a deep understanding of learning
theories, the nine clusters of instructional strategies, and technologies that
can be used in conjunction with them to enhance and expand learning. I will continue to expand my repertoire of technology
related skills and implement them daily in my instruction. My increasing knowledge and skills will
benefit my students. They will be more
prepared for upcoming grades, college, and future careers because I can now
help them to hone these necessary 21st century skills.
References:
Lever-Duffy, J., & McDonald,
J. (2008). Theoretical foundations (Laureate Education,
Inc.,
custom ed.). Boston, MA: Pearson Education, Inc.
Orey, M. (Ed.). (2001). Emerging
perspectives on learning, teaching, and technology. Retrieve from
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