When I reflect on my personal theory of learning that I developed at the beginning of this course, I find that my ideas about how I think students learn have not really changed that much. Rather, I have a better understanding about how to use technology to reach a greater number of learners at one time. My personal theory of learning is built around the Constructionism/Constructivism learning theory. At the core of this learning theory is the belief that the learning process leads to knowledge being constructed, or built, and that this knowledge will be constructed differently, depending on the experiences that each individual brings to the classroom, because of their own mental processes during the learning process (Lever-Duffy & McDonald, 2008, p. 16-17). At the same time, however, I also believe that teachers must be willing to change and adapt their theory of learning in order to meet the diverse needs of their students. Therefore, I do not just have one theory about how students learn, but rather multiple theories about how various students learn. While I might pinpoint the Constructionism/Constructivism learning theory as one that is at the core of my theory of student learning, it is not the only theory to which I hold.
In the Constructionism/Constructivism learning theory a teacher might encourage students to spiral back to what they have learned in order to build upon previous learning (Lever-Duffy & McDonald, 2008, p. 19). I make connections between previous learning and prior knowledge so that they learn to see the big picture in what we are studying. With regard to the Behaviorism theory, I believe that rules and procedures that students learn in the classroom are the result of an environmental response. Students learn which behaviors are appropriate when they receive a certain response (rewards or punishments) or lack of response from those in the classroom (Lever-Duffy & McDonald, 2008, p. 15). The response or need to refrain from a response will be different, depending on the uniqueness of the classroom and individuals in it. There are also elements of the Cognitivist and Social Constructionist learning theories, as well as Gardner’s theory of Multiple Intelligences (Orey, 2001), that also complement my personal theory. I firmly believe that everyone does possess each of the nine intelligences in some degree, but there is one or more intelligence that dominates an individual’s learning and processing, thus leading to an individual learning profile. Because of this I strive to develop various ways for students to demonstrate mastery of their learning.
Immediate ways that I would like to integrate technology into my instructional practice is in the use of Microsoft Word Clip Art as a technology tool for nonlinguistic representations. I would like students to become comfortable in using this as a tool for finding nonlinguistic representations for their science vocabulary terms, as well as a way for me, as the teacher, to find nonlinguistic representations to use as I introduce new concepts to students. Nonlinguistic representations “enhance students’ ability to use mental images to represent and elaborate on knowledge…the more individuals use both types of representation (that in language and in mental images), the better they are able to reflect on and recall knowledge” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 86). This is difficult for students to do on their own, so the more exposure they have in how to do this, the better they will be at using it to make their own meaning in what they are learning (Laureate Education, Inc., 2008).
I would also like to integrate VoiceThread as a platform for students to discuss issues or concepts that they study in science. I think this would beboth engaging and easy to teach, as it parallels some of the ways my students network socially, such as Facebook, MySpace, and Instant Messaging, but would be a new learning component to their social networks. I can envision my students being more excited to discuss or make comments about something posted on a class VoiceThread, as opposed tto the way a discussion might play out in a traditional classroom. It would provide options for the level at which students choose to participate (by video, voice, or text-chat) or are able to participate, given their access to technology at home, as well as their own comfort level. VoiceThread has the potential to take classroom engagement and participation to a new, deeper level.
When I think about my long-term goals for integrating technology into my instructional practice, I would like for online discussions to become the norm in my class. This could be carried out on a discussion board, wiki, blog, or VoiceThread…the options are endless, and would depend on the students in my classes, and may vary from class-to-class, depending on the maturity level of my students, as well as their comfort-level with technology. In order to start this, I just need to make a decision about which platform to start with, and just start! I just need to start this as a discussion mode, and then I think the paths that I choose and the technology that should be used will become clear to me, and my students. I also think that if I use this as a way to integrate technology into my instructional practice, then more doors for integrating it in other ways will be opened. The important thing is that I take the steps necessary to help my students be more comfortable using technology in ways that will help prepare them for the future.
References:
Laureate Education, Inc. (Producer). (2008). Program eleven. Instructional Strategies, Part One [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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