Reflection

As I reread my "Personal Theory of Learning" from week 1, I feel that my core ideas and beliefs are still the same but have been broadened and modified. In this course, I particularly liked learning about the constructionism and social learning theories because I think they are the most relevant to today's students. In the video, "Constructionist and Constructivist Learning Theories," Dr. Orey presented that in the constructionism theory, students are building an "artifact" or creating some kind of product, such as a PowerPoint presentation (Laureate Education, Inc., 2010a). Then in the following week, we learned about the social learning theory where Dr. Orey expanded on this other notion of learning in the video, "Social Learning Theories" (Laureate Education, Inc., 2010b). This theory was similar to constructionism in that students need to build or create something, but the difference is that they are encouraged to socialize or discuss their work and findings with other students. These learning theories have modified my "Personal Theory of Learning" in that they reiterate how important it is for learning to be interactive and that students need opportunities to be proactive in their learning. This makes a better, more positive and engaging environment for both the students and teacher. My newly modified theory of learning is that students still need lots of practice and repetition to master a skill, but they also need new experiences and opportunities to put those skills to the test. This can be done by assigning more hands-on and performance task type of activities.

This course has made me prosperous in resources and how to use various technology tools in different ways– all of which enhance student learning. Two technology tools I would like to use with students are graphic organizers, such as with SpiderScribe or Webspiration, and VoiceThread. One of the districts I sub in really emphasizes the importance of graphic organizers and teachers are required to use them in a variety of ways throughout the year. For our assignment in this course, I used SpiderScribe to create a graphic organizer and I found it to be very easy and effective. Whether I create one beforehand or during the lesson with the students, the organizer can be changed at anytime. Students are able to see how the various branches of the organizer relate or connect with one another. I can even create a graphic organizer with just the bubbles and no connecting lines so the students can add them themselves. This would be even more effective if we were in the computer lab and everyone had their own computer to work with. The second technology tool, VoiceThread, was really fun to work with, and I think students would really enjoy it as well. It is like a living organism in that it can "grow" with each comment added. There are so many ways I can use VoiceThread. For example, I can use it to present a math problem (as I did for this course) or use it as a read aloud or picture slideshow. I can even play the VoiceThread in the beginning of each class as the "announcement" for the day. The possibilities are endless and that students can comment on it makes it even better. My repertoire of instructional skills has definitely expanded because of this course. My "go to" instructional strategy has been cooperative learning, which is effective, but there are so many others that are just as great.

I will focus on integrating one technology tool, VoiceThread, and build upon that by incorporating other technology tools with time. I will start by presenting math problems and read alouds and grow from there. My second goal would be to use VoiceThread daily in some way whether it is in the classroom or as a part of homework assignments.


Resources

Laureate Education, Inc. (Executive Producer). (2010a). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010b). Program eight. Social learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

Social Learning Theories

In the last couple of weeks, we have focused on behaviorism, the cognitive theory, and constructionism and how these theories affect learning in the classroom. This week we are focusing on social learning theories, which in my opinion, are the most relevant to today's students. Students today are social butterflies that have been shaped heavily by technology. Many students have their own cell phones at young ages and are able to use computers quite well. Since students are affected heavily by technology, I think it makes most sense for teachers to use this to their advantage. Allowing students to use wiki pages is more appealing and engaging and it encourages them to collaborate and work with others– all important skills needed for the 21st century.

According to Dr. Orey, social learning theories is similar to constructionism but takes it one step further (Laureate Inc., 2010). In constructionism, students are required to build or create some kind of artifact, such as a rocket of water bottles or a PowerPoint presentation. Social learning theories are similar to this but students are highly encouraged to interact and discuss the process and their final product with others. The learning takes place in the interaction with others. It was also mentioned that the best way for people to learn is through teaching others (2010). I recently subbed in a fourth grade class so this particular example is fresh in my mind. When I was in high school, I could not remember the difference between scalene and isosceles triangles! As a substitute, I have [finally] learned which one is which because I had to teach it several times. Whew, now that that's off my chest...

Another reason why I like the idea of students teaching other students is because sometimes they are able to reiterate the material in a way that is more understandable and at their peer's level than the teacher can. Although we teachers are quite knowledgeable people, sometimes it is the simple responses from students that make the most sense.

In this week's reading, we learned about cooperative learning and how to use technology with this strategy. Cooperative learning can be correlated with the social learning theory because it requires students to work with others and have discussions. In a previous course at Walden, it was mentioned that teachers need to create more opportunities for students to talk in the classroom. Learning should be interactive and students will get bored if they are always being lectured and are not active participants.

There are all kinds of ways to use technology in cooperative learning. For example, students can use wiki pages or Google Docs in groups. The reading also had many websites, such as ePALS and Keypals Club International, where students are able to communicate with other schools from different cities, states, and even countries.

In Using Technology with Classroom Instruction that Works, it was mentioned that using technology in the classroom can help students grow as lifelong learners because it shows them that learning can take place anywhere, anytime both in and outside of school (Pitler,  Hubble,  Kuhn, & Malenoski, 2007).

Laureate Education, Inc. (Executive Producer). (2010). Program eight. Social learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

My VoiceThread

Here is the URL to my VoiceThread!