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.