Final Reflection 6711

Final Reflection

            At the beginning of this course I discussed my personal theory of learning and how it connected to the constructivist and social constructivist learning theories. With this course coming to an end I now understand the importance of all four theories and how they all have and will continue play a role in my classroom. Being more aware of the learning theories as well as learning many new educational technologies from this course, I can enhance my teaching and my students learning experience.  

            Throughout this course I have been able to implement some of the new technology tools into my classroom. Although my students are young in age they have been able to easily use many of the new technology tools. Allowing and teaching my students to use technology will help to keep them actively engaged in the lessons (Laureate Education, n.d.b).  An immediate adjustment I have made in my classroom as a result of this course is giving my students more control of the technology. Already I have seen a change in behavior and engagement as students are waiting their turn to control the computer or Starboard in order to teach the class. Teaching others can have a huge impact on students understanding of the content (Laureate Education, n.d.c). 

Voice Threads and concept maps are two technology tools that I will continue to use in my classroom, both for instruction and as hands on learning tools. Voice Treads are a powerful learning tool not only for instruction but classroom collaboration (Laureate Education, n.d.d). Concept maps are another great tool to use in the classroom. They can help the learner to visualize and connect ideas much like the network model of memory (Laureate Education, n.d.a).  These tools will not only support my students but also enhance their learning.

            The first long-term goal that I would like to make regarding technology integration in my classroom is to give each student at least 3 opportunities a week to interact with technology. Whether these interactions are on the Star Board, a laptop or an ipad, students will be in control of the technology. Each week while planning I will be sure to include these opportunities across curriculum so that students can have many opportunities to engage with different technology tools. The second long-term goal regarding technology integration is to incorporate the use of concept mapping within the reading and writing instruction each week. Concept mapping will support my students in recalling information learned throughout the unit and make need connections (Laureate Education, n.d.a). 

            Overall I am have learned a great deal about the learning theories from this course. I have also learned many new technology tools that will support my students learning in the classroom. I look forward to the continued implementation of these new tools in my classroom and to see the success my students gain from them.

Reference

Laureate Education (Producer). (n.d.a). Cognitive learning theories[Video file]. Baltimore, MD:

Author

Laureate Education (Producer). (n.d.b). Technology: Instructional tool vs. learning tool [Video file]. Baltimore, MD: Author

Laureate Education (Producer). (n.d.c). Social learning theories [Video file]. Baltimore, MD: Author

Laureate Education (Producer). (n.d.d). Spotlight on technology: VoiceThread [Video file]. Baltimore, MD: Author

Connectivism and Social Learning in Practice - Week 5

The follow link is to the VoiceThread that I created this week https://voicethread.com/#thread/7512297/40447768. The topic I chose to discuss is collaboration and communication among faculty. This has become a major problem as my school has grown from K-4 school to now a K-8 school over the past 5 years. It also does not help that we have had turn over in administration each year and more than half of the staff is new this year. Thanks for viewing and I look forward to your feedback!

Connectivism and Social Learning in Practice

An extremely useful instructional strategy for the classroom is that of cooperative learning. Cooperative learning focuses on the meaningful interactions between students working in groups to enhance their learning (Pitler, Hubbell & Kuhn, 2012). Student motivation is increased with cooperative learning, as students tend to buy in more to the lesson, not only for themselves but for their peers as well (Pitler, et al., 2012)

                 Cooperative learning is an instructional strategy that falls perfectly in line with the social learning theory. The social learning theory places an emphasis on the significance of culture and context in understanding and constructing knowledge (Orey, 2001). Dr. Orey (Laureate Education, n.d.) states that by working together and teaching others, students can develop a deeper understanding of the content they are learning.

Laureate Education (Producer). (n.d.). Social learning theories [Video file]. Baltimore, MD: Author

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page

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