Reflecting on "Bridging Learning Theory, Instruction, and Technology"

During week one of my Walden University course, Bridging Learning Theory, Instruction, and Technology, I defined my personal learning theory. My theory encompassed elements of behaviorism, multiple intelligence theory and constructionist theory. I believed students are more likely to retain information when they have been exposed to new knowledge in a variety of formats. I also believed students learn more effectively when they experience hands on activities with small group collaboration. Eight weeks of coursework has given me a better understanding of learning theories and how they apply to the classroom. My current personal learning theory includes my previous beliefs in addition to elements of cognitive learning theory. I now have a better understanding of how the brain functions. I see the importance of organizing information in advanced organizers, efficient note taking, and mind map applications to increase learner understanding.

Adjustments regarding technology integration in my classroom will come through the planning process. I would like to identify opportunities in my curriculum to use technology for learner centered activities rather than as instructional tools. I would like to utilize mind maps as cognitive learning tools regularly. The creation of mind maps engages students, provides an additional opportunity to make connections in the brain and allows them to organize information in a visual manner to increase understanding. In addition, I would like to use tools such as VoiceThread to provide students a place to share non-linguistic representations of learning.

One of my long-term goals regarding technology integration is to increase the achievement of all learners through differentiated instruction. Another is to utilize technology in all content areas, including reading, writing and language arts. I can reach these goals by gaining new knowledge and skill through additional coursework with Walden University, identifying areas of opportunity for technology integration in the curriculum and sharing thoughts and ideas with my fellow students, instructors, and peers.

Connectivism and Social Learning in Practice

Social learning theories are based on the idea that students who discuss, problem solve and collaborate learn more. Social learning theories include social constructivism, cooperative learning, and connectivism. Social constructivists believe that learning occurs as a social process, not as an individual process. Knowledge is created, not discovered, and each person’s interpretation is different because each person has unique experiences (Kim, 2001). Cooperative learning occurs in small groups. Each group has an objective. Each member has an assigned role and the success or failure of the group is determined by how well each member fulfills their responsibilities (Pitler, Hubbell, Kuhn & Malenoski, 2007). Connectivism is a recent term in which knowledge is distributed in a network that is socially and technologically enhanced (Edmunds & Bateman, 2008).


A variety of resources are available that facilitate social learning theories. Most of us have utilized cooperative working groups in our classrooms. Teachers may group learners for science experiments, research projects or presentations. However, educational technology enhances the opportunity for collaboration out of the classroom and even across long distances. One example is the wiki page one of my science classes created. Each student was fortunate to have regular access to a computer, and internet connection. Groups were formed, resources identified, knowledge constructed and shared with a valid audience. The majority of this work was completed as a collaborative effort, outside of the classroom.

For my students, I plan on utilizing two resources I was previously unfamiliar with. The first is an organization found at www.jasonproject.org. This site allows students to conduct research in a virtual community with experts in the field. I did not spend a great deal of time on the page, but it appeared very engaging with content geared towards grade level standards. I introduced the site to my class as a possible source of entertainment and learning over the summer. Several students were very interested. Another resource that fits in with our Space unit is found at http://quest.nasa.gov/. The sit contains interactive explorations designed to engage students in authentic scientific processes. Both resources have learners collaborating with others in a virtual environment, which correlates with social learning theory.

For educators who teach older students, http://secondlife.com/?v=1.1 is a virtual environment in which members live, interact socially, shop, work and go to school. Memberships are available for learners age 13-up. An educational section of the site proposes online collaboration and the existence of virtual classrooms.

References

Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 28 April, 2010 from http://projects.coe.uga.edu/epltt/

Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 28 April, 2010 from http://projects.coe.uga.edu/epltt/

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

VoiceThread Link

Good evening. Below is a link to my VoiceThread post. It took me a liitle while to get the post up, but I finally figured it out. I look forward to hearing from my fellow classmates.

http://voicethread.com/share/1191937/

Ken