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).