Final Reflection

After completing this course, I feel that I have broadened my thinking as to how to incorporate technology into my lessons.  My personal learning theory holds true to some degree.  After reading posts from colleagues and listening to Dr. Orey’s discussions, it seems that everyone is in agreement - technology should be used to enhance learning in order to create student engagement. 

This course has deepened my knowledge and understanding of learning theory and the use of educational technologies by offering me various methods of technology to integrate into my curriculum.  According to Dr. Orey, students learn best when they can build an external artifact or something they can share with others.  This follows the expectations of the constructionist theory (Laureate Education, Inc., 2011).  I have also gained explicit incite as to how to effectively apply the social learning theory in my classroom.  I have noticed firsthand the impact this theory has had on student learning.  An excellent point was mentioned by Dr. Orey whereby conversations help students to understand and construct knowledge (Laureate Education, Inc., 2011).  This is applicable to my own personal learning.  When I discuss topics with other teachers, I find myself having a better understanding of the topics in which I am discussing. 

Immediate adjustments to my instructional practice regarding technology integration are limited.  Due to my limited access, I will try to incorporate as much technology as I can by having my students work in the computer lab to construct artifacts.  Two technology tools that I would like to use would be (1) the concept map and (2) the use of an interactive board.  The concept map would be used to help students link various topics together in a visual manner.  This would be an effective way for students to utilize technology to present their information in an organized way.  I would also like to use an interactive board in the future as a technology learning tool.  Artifacts created on using the interactive board software can be saved, manipulated, and used again.  I would assume this would follow Dr. Orey’s statement regarding learning – learning should be more student centered with the aide of technology learning tools to allow the students to become more engaged in their learning experience (Laureate Education, Inc., 2011). 

I have also learned a great deal of instructional strategies to help expand student learning.  A long-term goal that I would like to make a part of my instructional practice, while incorporating technology integration, would be to utilize the strategy of summarizing and note taking.  I would use this strategy while incorporating technology by having my students use word processing to explain the steps, or to justify steps used to solve algebraic problems.  Summarizing and note taking focuses on enhancing the student’s ability to synthesize information and distill it into a concise new form (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 119).

Another long-term goal that I would like to incorporate into my classroom would be to provide feedback to students in an efficient manner.  This strategy is important because it focuses on formative assessment by giving students information about how well they are performing relative to a particular learning goal so that they can improve their practice (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 41).  This could be done via a word document where I can provide comments (and even questions) on my students’ papers involving the justification of steps taken to solve algebraic problems.    

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&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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 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

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

Connectivism and Social Learning in Practice

http://voicethread.com/share/2302872/

I believe that social learning theories correlate with cooperative learning.  These strategies are used to bring students together in a group setting in order to create an artifact to deepen their knowledge.  As Dr. Orey stated, social learning theory occurs when students are actively engaged in constructing artifacts while conversing with others.  Learners may develop a deeper understanding of the content when students teach their peers (Laureate Education, Inc., 2011). 

After reading an excerpt from the book entitled Using Technology with Classroom Instruction that Works (2007), I learned how a math class incorporated multimedia to research famous mathematicians by creating artifacts through a movie project.  I thought this would be a great way for students to learn about the mathematicians who discovered the mathematical rules students learn today.  This is also a great way to connect the mathematician to what they are learning. 

After reading how Ms. Ortiz used cooperative learning in her math class, I began to think how I could incorporate cooperative learning in my math class.  For the past few weeks, I have been teaching the rules of exponents and radicals.  In order for the students to distinguish the rules, I could create a project where a group of students would be assigned a rule and they would have to present their rule to the class.  They could use social media sites by creating a YouTube video, voice thread, podcast, or a movie maker.  The students could create a one minute song, short video, or a skit to teach the class the proper usage of their exponent rule.  With this project, students would be working together, creating an artifact, conversing with their group members, as well the class, and developing a deeper understanding of the content of the rules of exponents and radicals.  This project will help students in the group to present their information as well as to help students to remember the rules of simplifying exponents. 

I find that when students collaborate together in a group setting to discuss the concept, I tend to see more light bulbs turning on as they are talking about the concept and making the connections themselves.  Therefore, social learning theories and cooperative learning go hand in hand.

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

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