Reflection: Bridging Learning Theory, Instruction and Technology

As I reflect on the last seven weeks in this course, I am more appreciative to the resources and tools I was exposed to more than any other course thus far in my master’s program.  At the beginning of this course, I knew I effectively used technology as learning and instructional tools in my classroom.  Now, I am more conscience of how these tools appeal to a multitude of learning theories and instructional strategies.

Looking back on my personal theory of learning from the first week in this course, many of my goals are the same but I now have more tools to achieve them, including voice threads, online graphic organizers, and virtual fieldtrips.  I also have a greater understanding that many of the learning theories are intertwined and build off of each other. 

I have recently introduced a class of fourth graders to Artsonia.com which is an online children’s art museum.  My students have been working together to upload their artwork along with an artist statement.  By having my students work together, their motivation for understanding will be increased because of the kinship formed in groups and the obligation to each other (Pitler, Hubbell, & Kunh, 2012).  Unfortunately, I am only able to use Artsonia with one class as they bring in the tablets from their regular classroom.  No other classes at my school have access to that many tablets at one time. The students must count on each other and their community to provide each other with feedback on their art.   I will also increase my use of graphic organizers and nonlinguistic representations in my classroom.  I plan on using some type of concept map for every new concept I introduce.  Due to my limited technology tools available in the art room students will have to take turns using the interactive whiteboard to organize the chart.  

Advanced organizers help students determine the importance, find relationships, and relate to their prior knowledge (Pitler, Hubbell, & Kuhn, 2012). 

I am currently working towards a long term goal of adding more technology tools in the art room.  My goal is to gradually add tablets, preferably iPads, to my students’ learning tools.  I will research grants, fundraisers, and beg administrators build enough tools that students can use them equally to share and create art.  I also plan on incorporating more technology tools in my past “go-to” lessons that have been so successful in the past. Some lessons modifications might benefit from more images, videos, and graphic organizers.  For my older students I plan on adding in more activities that speak to the social constructionist learning theories such as voice threads and wikis. 

The most successful learners are active learners (Laureate Education Inc., 2008).  This course has helped me to grow as an effective teacher by linking technology to learning theories and instructional strategies that promote active thinkers.

References

Laureate Education, Inc. (Producer). (2011). Program one: Understanding the brain [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

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

Social Learning with Technology

Social learning theories emphasize the most meaningful learning takes place in social activities (Orey, 2001).  In the resources this week build off of the constructionist theories from last week.  Students’ best learning comes from creating external artifacts.  The social aspects of these cooperative learning theories stress the importance of creating an artifact with others (Laureate Education Inc., 2011). 

The use of technology as a teaching tool in a cooperative learning environment can implemented in two ways.  Students can use technology to communicate with each other or create an artifact collaboratively.  Social networking site can be used to frequently communicate with students as teachers and also gives students the ability to converse with each other.  My district use School Fusion for classroom websites.  As a specialist teacher I am overwhelmed by having to maintain 18 art class sites. If I were a classroom teacher I could see myself using this site for more than just newsletters.  It has the ability for discussion posts, messaging centers, and link sharing. 

Cooperative learning can increase a students’ motivation for understanding because of the kinship formed in groups and the obligation to each other (Pitler, Hubbell, & Kunh, 2012).   Students can create blogs, multimedia presentations such as PowerPoint or Prezi, and wikis collaboratively. Students always benefit from feedback especially from their peers.  This week I explored Voice Thread.  This site allows for different media to be presented by multiple users and the option for comments.  Here is the one I created this week. 

My Voice Thread

We are preparing our students for jobs that are yet to exist.  By allowing them the opportunities for well-designed intentional social interactions with others (Pitler, Hubbell, & Kuhn, 2012).

Resources

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [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.