Reflection

As this class, Effective Bridging of Technology and Instruction, comes to a close, I can reflect on the changes that have occurred in my personal theory of learning. Through the study of the different strategies introduced by Pitler, Hubbell, Kuhn, & Malenoski (2007), my ideas toward my own theory of learning have been modified. I am aware of various strategies that will help my students prepare for the future and create opportunities for them to extend their learning.

I still follow Gardner’s theory (1983) of multiple intelligences. I believe that students have strengths and weaknesses and it is important to include different learning styles in my teaching. What has changed is the approach to teaching for the multiple intelligences. One is a teacher-centered approach, in which the instructor incorporates materials, resources, and activities into the lesson that teach to the different intelligences. The other is a student-centered approach in which students actually create a variety of different materials that demonstrate their understanding of the subject matter. The student-centered approach allows students to actively use their varied forms of intelligence (Giles, Pitre, & Womack, 2003). This more aptly identifies the direction I want to take with my instruction.

I believe the biggest change in my personal theory is that I want my classroom to be student–centered rather than teacher directed. Ideally, my students will construct their own knowledge using learning tools and I will act more as a facilitator of their learning. I want to incorporate more concept maps so my students can build their own learning and make connections to their prior knowledge. As a constructivist, Bruner knows that learning occurs through problem solving. Through the active process of discovery and trial and error the student can uncover the interrelationships between concepts and ideas, which allows them to gain knowledge about “new truths” (Arndts, et al., 2009). By using software such as Inspiration, my students can access many different diagrams, charts, and concept maps to help them organize and maximize their thinking. I can assist in scaffolding their learning.

In regards to technology use, I want to encourage my students to use technology as a learning tool. Webquests and Voice threads are activities that I will incorporate into my classroom. These are helpful for building cooperative learning as well as communication skills. Through cooperative groups, my students will learn how to cooperate, communicate, and collaborate all of which are needed for the future workplace.

As I complete my class, I am encouraged to set some goals for integrating technology into my classroom. This has been a particular interest of mine for some time now. I hope to bridge the gap between my use of instructional tools to giving my students learning tools. One of the tools that I want to share is the Interactive Whiteboard. Presently I do not have one in my classroom but we have access to one that I share with other classrooms down the hall. I plan to have my students be in charge of it and have them use it as a learning tool, whether they use it to manipulate shapes like tanagrams or to present information they learned to other classmates. The interactive whiteboard should be just that: interactive.

The other tool that I hope to integrate into my technology repertoire is using virtual field trips with my students. This type of activity broadens their horizons and gives them a view of the world around us. My school is located in a very rural area with very little access to cultural events and educational sites. By accessing virtual field trips, I can transport my students to Hawaii to see a volcano or to an observatory to see the stars and constellations. It will enhance their engagement in the lesson and increase learning and retention.

As the New Year approaches, we all make resolutions and I am no exception. I have noted some changes for the good in my personal learning theory and how I can put these changes into practice. I hope to facilitate more student-centered learning with cooperative groups and project-based activities. The instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I envision my students taking the lead in their learning and using learning tools such as Web quests and Voice threads to practice communication skills. Students in social learning experiences perform individual tasks to achieve a shared outcome, and in the process must communicate, share, and negotiate to achieve their mutual goal (Palmer, et al., 2003). By incorporating more technology tools into my classroom, I hope to extend my students’ learning and help them to be better prepared for their future.

References

Arndts, M., Cabelu, W., Wisniewski, Edwards, J., Goldstein, J., Stewart, M., et al. (2009, May 29). Bruner. (E. D. G. K. Clabaugh, Editor) Retrieved December 19, 2009, from New Foundations: http://www.newfoundations.com/GALLERY/Bruner.html

Gardner, H. (1983). Frames of mind: the theory of Multiple Intelligences. New York, NY: Basic Books.

Giles, E. Pitre, S., Womack, S. (2003). Multiple intelligences and learning styles. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved December 19, 2009 from http://projects.coe.uga.edu/epltt/

Palmer, G., Peters, R., Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching and technology. Retrieved November 28, 2009, from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. (J. Houtz, Ed.) Alexandria, VA, USA: ASCD.