Reflection

As a result of my learning in the current course I am taking through Walden University, I have modified some my personal theory of how students learn. I still believe that students will learn and remember the learning experiences if the teacher provides opportunities for students to discover while learning, offers choices that address various learning styles, makes portions of the learning collaborative, relates content to real life skills and problems so it is relevant and integrates technology that is appropriate and enhances what is taught. Additionally, the elaboration theory of cognitive learning and Paivio’s Dual Coding Theory have now become a part of my personal theory of learning. As a result of my learning in this course, immediate adjustments to my instructional practice regarding technology integration include the integration of VoiceThreads and concept mapping tools such as bubbl.us and Kidspiration.

The elaboration theory of cognitive learning implies that teachers must try to make as many connections to information to be learned. It builds numerous connections to stored information (Laureate Education, 2009). I plan to utilize more concept mapping opportunities and possibly linking these activities to technology through programs such as Kidspiration or an online concept mapping tool such as bubbl.us. Whether these organizers are used digitally with the students or printed out for them to complete by hand, organizing and brainstorming software allows learners to add and organize information as it is being introduced (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

A component of the cognitive learning is Paivio’s Dual Coding of Hypothesis which suggests that people can remember images more readily than text. To execute this theory, I plan to integrate images, podcasts, video streaming, and multi-media so students may connect various images to the concepts they are learning. For many students, multimedia is very effective because it helps them both activate prior knowledge and develop a mental model to help them understand new information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Voicethread is a great example of creating powerful learning experiences (Laureate Education, 2009). I particularly see the benefit of using VoiceThreads in the classroom as teachers can provide images for students to view on the computer. Along with those images, teachers and students can post text, audio, or video regarding the images to the VoiceThreads encouraging thought provoking discussion regarding educational content.

In conclusion, my current teaching practice is to facilitate learning in such a way that the students have more ownership and interest in the content they are learning. I think this method of teaching is reflective of the changing role of today’s teacher to better prepare our students for the 21st century. By using strategies that research indicates will be most beneficial to learners, I am making educated decisions about how I instruct students. By utilizing the elaboration theory of making connections through concept maps, students are given the opportunity to know and practice how to get to information through connections that have been learned through academic experiences. Images are really powerful tools to use in the classroom (Laureate Education, 2009). Technology such as VoiceThreads, multimedia, and concept mapping tool software and online programs will create more powerful and experiential learning by combining technology and the use of imagery.

Works Cited

Laureate Education. (2009). Cognitive Learning Theories.

Laureate Education, I. (2009). Spotlight on Technology: VoiceThread. Baltimore, MD.

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Denver: Mid-continent Research for Education and Learning (McREL).

Kidspiration 3 Math Audio Capabilities

Hey there folks. Here is a link to my first try with creating a voicethread. Please click here, view and make some comments. In this voicethread, I am discussing how to use Kidspiration Math activities with the sound recording mechanism it offers.

Social Learning Instructional Strategies

Social Constructivism is based on the premise that interactions occur as students are engaged in constructing something and students actively engage with others during this construction (Laureate Education, 2008). Through cooperative learning this theory can be utilized. By combining teamwork and individual accountability, students work toward acquiring both knowledge and social skills. It is a teaching strategy which allows students to work together in small groups with individuals of various talents, abilities and backgrounds to accomplish a common goal (Orey, 2001). While conducting cooperative learning it is important that teachers use a variety of grouping techniques, provide rubrics detailing expectations, as well as, offering organizers that detail and assign group roles and responsibilities.

Technology can also offer many opportunities to apply the social learning theory. Teen Second Life supports Vygotsky’s concept of constructivism that learning is really the constructing of knowledge by making meaning and sense of the world. This virtual tool offers powerful ways to instruct and excite learners. It supports the constructionist idea of building something as you interact with the world. By interacting with others and objects in the world through building your own part of the virtual world. One can also create and or interact with artifacts and people within other virtual worlds upon visiting them. Educators can even create their own island for students to go to and actually create activities that directly correlate to the curriculum and content they are teaching. To illustrate this concept further, a teacher used Second Life with her students to learn how to budget their money in order to attend a virtual beach bash. Students were given a certain amount of virtual money and specific items they had to buy. They had to shop appropriately with the money allotted to them while making sure they had 6 lindens (the monetary unit of Second Life) leftover to enter the beach party. There are so many other learning opportunities offered with this tool such a visiting the coral reef with the appropriate gear or going to Ancient Greece or Rome through a virtual world. Another component of Second Life that I feel is quite beneficial is its possibilities of how students and teachers appear in the virtual world and what they choose as their avatar. Interactions in an environment where appearances, gender, race, and species can be changed with just a few clicks provide an ideal setting to challenge social biases (Dembo, 2008). Would students respond differently to me if I was a male, of another race, or came from another socio-economic class?

Voice Threads are another tool I would like to implement within the classroom as I feel it supports the connectivism theory. Students can upload pictures, illustrations, and powerpoints onto a voice thread site for free and add audio or visual comments to narrate their learning or even re-teach a concept. It’s almost like an online powerpoint with global connectivity. After posting the completed thread online, students, parents, or the community can post and obtain feedback responses that reinforce the social learning theory. It also provides an opportunity for knowledgeable members of society to comment on student created artifacts. It is an alternative way other than using pen and paper or word documents that incorporates the social aspects of learning.

Works Cited

Dembo, S. (2008). Virtual Worlds for Educators. District Administration , 48-52.

Laureate Education. (2008). Social Learning Theories.

Orey, D. M. (2001). Emerging Perspectives on Learning, Teaching and Technology. Retrieved May 5, 2009, from Multiple Intelligences and Learning Styles: http://projects.coe.uga.edu/epltt