Reflecting upon learning theories give educators a foundation from which to build their own learning theories. Although all learning theories have their place in the classroom in some form, I still believe that constructionism outlines how most students learn and construct meaning. Important brain research proves that “[t]he brain is sculpted through experience” (Laureate Education, Inc., 2009), reinforcing the idea that no two students are exactly the same. According to Han and Bhattacharya, constructionists maintain “that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others” (Orey, 2001, p. 4). Instead of simply assessing student knowledge through the use of standard assessments, learned concepts can be demonstrated by creating an artifact through the use of PowerPoint, VoiceThread, wikis, blogs, and any other application that encourages student creativity.
Based on my learning throughout this course, an immediate adjustment that I will make to my instructional practice is to utilize a portion of our time in the computer lab as a time where the students are reviewing previously introduced literacy and math concepts. “Practicing with multimedia allows students to shape the experience to their individual learning styles and increase their level of understanding to mastery” (Pitler et al., 2007, p. 192). Allowing the students to practice these concepts through the use of multimedia will increase engagement and will give me another method in which to assess the students’ level of knowledge regarding specific concepts.
One technology tool that I intend to utilize in my classroom is VoiceThread. Allowing students to utilize VoiceThread to demonstrate their understanding of a concept or share their ideas provides students with the opportunity to create an artifact. This form of constructionism is beneficial in promoting meaningful learning through experience. Adding a social component through student comments enhances student learning as maintained by social learning theories. According to Beaumie Kim, “[m]eaningful learning occurs when individuals are engaged in social activities” (Orey, 2001, p. 3).
Through the use of Kidspiration, a concept mapping tool, students can learn how to identify similarities and differences. “Use of graphic organizers helps students visually portray connections and experience new and deeper insights about the content” (Pitler et al., 2007, p. 179). By using this technology tool to create concept maps, my students can easily include graphics and text to increase meaning to support Paivo’s Dual Coding Hypothesis which states that information is stored as images and text (Laureate Education, Inc., 2009).
As I become more knowledgeable about how to best incorporate technology into my current practices, it is important to set and outline personal goals. To increase student engagement, I plan to make a more conscious effort to incorporate technology more as a learning tool instead of simply an instructional tool. Due to the fact that our SmartBoard is a new addition to our classroom, I feel that I have not familiarized myself enough with it yet to fully allow my students to use it mostly as a learning tool. As I explore its applications more fully, I intend to explicitly model how to properly use the SmartBoard so my students will have a clear understanding of how they are to use this tool to enhance their learning. Through the use of an interactive whiteboard, my students will be encouraged to be active learners by collaboratively reviewing concepts in an engaging manner.
Next year, I also plan on developing at least one activity per term that introduces my students to a new learning tool and allows them to use this technology to demonstrate their understanding of a concept. Now that I am aware of a variety of technology tools that can be used to encourage active learning, I plan on reviewing my curriculum map and identifying which concepts would lend themselves nicely to incorporating learning tools such as VoiceThread, PowerPoint, and concept maps. By identifying these areas prior to the conclusion of the school year, I will increase the likelihood that I will in fact utilize these tools when they prove to be most relevant and beneficial to enhancing student learning.
I believe that learning is doing. Every year, my students and I share the role of learners in my classroom as I continually adapt my teaching practices to best meet my students’ needs. I look forward to next year when I can begin the school year with my newfound knowledge pertaining to technology integration in the classroom.
References:
Laureate Education, Inc. (Executive Producer). (2009). Program 2. Brain Research and Learning. [Educational video]. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Program 5. Cognitive Learning Theories.[Educational video]. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Bad News- The Game
3 months ago
