Reflection on Bridging Learning Theory, Instruction, and Technology

In week one of this course, I was asked which theories mostly reflected my thoughts on teaching and learning.  At the time, I stated William Glasser's "Choice" theory along with Harry Wong's  Classroom Management approach.  I chose these who theories mainly because they mirrored my beliefs that students' learning is affected by their behaviors; good and bad.

 Ultimately, after weeks of introduction into other theories, I think "Social Constructionism" works best for me and my students. Truthfully, I feel that all theories can add to students' growth and development if properly implemented.

This course has deepen my knowledge of learning theories and have linked specific technology tools to enforce higher forms of development and understanding. Also, the use of instructional strategies and design makes it critical to students' learning.  Therefore, teachers should keep a few things in mind: they should build content instruction around big ideas and essential questions, learning should involve authentic assessments activities that transfers to application, and students need to know where are they going, why is the content worth learning, and what is expected (Marzano, 2010)?

The immediate change I would make to my instructions and lesson plans is to always include some form of technology within the activities.  In the past, I would incorporate technology maybe once a week but with the wide variety of tools now accessible it would not make sense to let these opportunities slip away.

Since forms of social learning theory are now at the forefront of my teaching and instructions, I definitely would like to incorporate more social technology tools.  Voice threads, blogs, and wikis will give students the means of relating to one another and the opportunity to bounce questions, thoughts, and ideas off each other.  These type of tools promote social and cooperative learning.  Dr. Orey states that social constructionism helps create some of the best forms of learning such as; highly engaged students, students actively involved in conversation, and students creating authentic artifacts (Laureate Education, Inc., 2011a).  Technology used as a learning tool can create all these components of learning if used properly by the teacher and student (Laureate Education, Inc., 2011b).

I truly feel my advancement of instructional strategies and skills from this course will benefit more in my lesson planning and instruction.  The nine research-based instructional strategies introduced by Dr. Debra Pickering, from our course resources, will give me the foundation to become a better teacher.

The two long-term goals I would like to implement in my instructional practice, regarding technology integration, would be to teach my students numerous technology tools.  This would enable them to pick and choose what tool they would like to use during activities and projects.  Also, I would like to implement afterschool technology training to parents so they can be fully involved in their child's learning.  These instructional practices will not only benefit my students and parents but also help strengthen my teaching.  My time table for this implementation would probably take half of the year but it would be well worth it. 

References

Laureate Education, Inc. (Producer). (2011a). 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

Laureate Education, Inc. (Producer). (2011b). Program thirteen: Technology: Instructional tool vs. learning tool [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

Marzano, R., (2010). On excellence in teaching., Bloomington, IN: Solution Tree Press

Voice Thread URL

http://walden.voicethread.com/share/3269270/

All about Social Learning


What is social learning?  And, how do we relate to it from an educational viewpoint?  Well, to truly understand social learning, let us start at the beginning.  For centuries, humans have learned from one another and to be more exact we, as individuals, learn through our families, friends, and communities.  Simply put that means we construct our views and understanding through our interactions within our environment. From a classroom or education perspective, Dr. Orey states that "Social Constructionism" is collaborate learning in which students are actively engaged, constructing artifacts, and conversing with others (Laureate, 2011).


Dr. Orey also speaks about the "Zone of Proximal Development" by Lev Vygotsky in which a person is capable of learning new material at a varied rate and time with some form of support (Laureate, 2011).  This support can be the teacher, another student, or application tools.  To sustain the social learning theory, social technology tools like voice threads and even Facebook can be instrumental in creating growth and connecting students with others beyond the classroom.

The connections students can make with social learning theory among other theories was discussed by George Siemens from our resources this week.  He viewed "Connectionism" as theory in which knowledge is networked and the act of learning is forming those networks and navigating them (Laureate, 2011).  Siemens also list three vital roles that connectionism displays and those are: it explains how learning occurs, allows for us to design future models of learning, and helps us to make understanding or awareness of the present (Laureate, 2011).

With all of the learning theories in existence, I still feel today that we primarily construct our views and understanding through interactions with others and our environment.  That is not to say that we do not incorporate other forms of learning which allows for further connection and development.

References

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

Laureate Education, Inc. (Producer). (2011). Program nine: Connectivism as a learning theory [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

Constructionism versus Constructivism


It's true, as human beings, we can learn in a vast number of ways.  Two ways that learning theorist say that we learn best is through constructed views. To be more specific, Dr. Orey states constructivism involves an individual vigorously forming his or her own understanding based on their own experiences and constructionism involves individuals learning at their best when they can build external or concrete applications and having the vice to share with others (Laureate, 2011).


 Which of these theories came first?  Well, let's just like say, Jean Piaget developed the constructivist view point with his protege' (Papert) later developing constructionism. Dr. Orey stated their are four mechanism designed by Seymour Papert that reinforces constructionism learning.  Those building blocks are assimilation, accommodation, equilibration, and schema (Laureate, 2011).


The understanding of which theory best suits or reflects your style of teaching and learning depends on you and possibly your students. Technology is one of the tools that offer components of true constructionism in that it enhances students' learning and development through application and artifacts.  Dr. Orey speaks upon his love for PowerPoints and how it allows students to have complete freedom in the development of this application while expressing their acquired knowledge.

Webquests can also be a wonderful tool for students to express constructionism learning.  I have used them in my classroom in the past and my students really liked them.  I first introduced them to a webquest by assigning a simple webquest to complete in class and at home.  Once my students learned how to navigate through the webquest to find or locate information they became quite proficient.  Next, I modeled to my students on how to design and construct a class webquest.  Students were placed in groups and each group had specific duties to fulfill.


Ultimately, my students were able to complete the class webquest and invite others grade level students and classes to link to the site.  Here are a couple of sites that offer some wonderful webquest for students.



http://astroventure.arc.nasa.gov/

http://webquest.sdsu.edu/designpatterns/all.htm 

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPU RL=laureate.ecollege.com&Survey=1&47=259477&ClientNodeID=984650&coursenav=0&bhcp=1

Making Sense and Connections

In the past, we have talked about the behaviorist viewpoint of learning and how all actions relates to some form of choice. Today, I want to talk about the cognitive learning theory from this week's discussion.  Dr. Michael Orey says this theory involves the way we process information.  First, there is reception, short term memory, and then long term memory with proper rehearsal (Laureate, 2011).

Dr. Michael Orey also states "Elaboration" is the main mechanism for locking information into your long term memory (Laureate, 2011).  I have tried numerous of strategies in  my classroom to get students learn and attain vital information in our lessons.  Some of the activities and lessons have been through the use of technology such as webquest and PowerPoints.

Cognitively, we learn through various ways and methods therefore it is important to use as many avenues or multiple intelligence's vices to reach students.  Students learn best when they are fully engaged in their learning so that means hands-on application, student led lessons, and peer assessments.

In the book, "Using Technology with Classroom Instructions that Works," there is a listing of what strategies help students practice, review, and apply learning: these are identifying similarities and differences, homework and practice, and generating and testing hypotheses (Pitler, Hubbell, Kuhn, Malenoski, 2007).

I think regardless of where you start in the process that graphic organizers can be key in your instruction.  Spreadsheets, table charts, and graphs reinforces learning and provides another sensory to learning.  Also, I have use concept mapping or bubble maps in my classroom instruction. It is amazing to see students make connections and build on their knowledge.  Even those students who in the beginning were apprehensive starts to piece together information and adds input to the discussion.  By providing the four components of long term memory: limited short term/working memory, elaboration, dual coding hypothesis, and network model or memory, we can build and develop successful students (Laureate, 2011).

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [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., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism and Technology

When you think of behavior you tend to think of a person's ways, personality, and their actions.  But, behaviorism is so much more to an educator.  Just looking back, at B.F. Skinner's "operant conditioning," you gain the sense that positive actions reap positive reward and is encouraged.  While, negative actions reap  consequences or punishment and is applied to deter negative behavior.

When I was in grade school and very much like today a lot of our procedures, rules, and routines are centered around Behaviorism Learning Theory.  I also remember that even in our instruction and lesson activities my teachers would provide small rewards for getting answers correct to reinforce learning to myself and other students.

 Now in today's society a lot has changed and even our views about learning has changed.  Educators are more apt to be a constructivist or even a constructionist in their approach to teaching and student learning.  I, personally, believe all forms of learning can be beneficial.  And, just like there is no one cure all, for everything or even every student, you have to pick and choose at various points which learning theory applies best.

In terms of technology, behaviorism can go a long way in helping development.  Computers and creative software have made it possible for to gain a wealth of knowledge through interactive activities and tutorials podcast.  Much of this software affirms students correct answers and challenges them as they move forward.

On the opposite end, for those incorrect answers, it re-teaches and refreshes concepts and skills to help the students learn.

As a teacher, when applying this learning theory in your class several things must be taking place to develop proficiency such as: learning must be active, repetition is taking place, positive reinforcement is being used, and learning is helped when objectives are sound.

Here are several sites that link behaviorism-based learning resources to gain a better understanding of how it is used.

http://www.dctech.com/physics/student_help.php

http://www.webmath.com/k8drill.html

http://www.davis.k12.ut.us/cjh/appliedtech/Business/Keyboarding/