Reflection

“Educators have slid into the 21^st century and into the digital age still doing a great many things the old way. It’s time for education leaders to raise their heads above the daily grind and observe the new landscape that’s emerging (Prensky, 2005, p. 1).”

When defining and clarifying my personal theory of learning, I realize how this course , Bridging Learning Theory, Instruction, and Technology, has altered my thinking on how technology is used in the classroom and how it is a powerful learning tool when used in a student centered learning environment. What has made a big difference in my teaching is learning about the different learning theories and how they can be applied to my teaching and daily instruction. Understanding the different theories has provided me with a foundation to build my daily instruction. By personalizing my theory of learning, I have deepened my knowledge on how to keep students actively engaged and how to use technology as a tool in the learning process (Laureate Education, Inc., 2010a).

As a result of this course, one immediate adjustment I have implemented is with my instructional planning. The knowledge I have gained in this course has provided me with knowing the difference in using technology tools in the classroom and using learning technology tools. Learning technology tools can offer students a fun and motivated way to learn by staying actively engaged (Laureate Education Inc., 2010b). All the principal learning theories base their findings on students being engaged and the impact it has on learning (Laureate Education Inc., 2010b).

Two technology tools I plan on integrating into my curriculum on a regular basis would be VoiceThread and Virtual Field Trips. Both of these tools are motivating and actively engage students in the learning process. VoiceThread provides students with opportunities to share ideas and stories and solve problems by collaborating online (Laureate Education Inc., 2010c). Virtual Field Trips pulls from all the different learning theories while providing a valuable learning experience (Laureate Education Inc., 2010d). 

Two long-term goals I have for transforming my instructional practices regarding technology is to focus on using learning technology tools that support a student centered classroom and to provide more opportunities for students to work on project and problem based activities. To achieve these goals, I plan on implementing one tool at a time in order to become a master teacher in each specific area.

This course has given me a repertoire of instructional skills that will enhance my teaching in and out of the classroom. “Applied effectively, technology implementation not only increases student learning, understanding, and achievement but also augments motivation to learn, encourages collaborative learning, and supports the development of critical thinking and problem-solving skills (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 3).”

References

Laureate Education, Inc. (Executive Producer). (2010c). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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 thirteen. Technology: Instructional tool vs. learning tool [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010d). Spotlight on Technology: Virtual Field Trips. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Pitler, H., R., E. H., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, Va.: Association for Supervision and Curriculum Development.

Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8–13. Retrieved from Educational Research Complete database.