Reflection

In reflecting on everything I have learned in this course about learning theories, my personal learning theory pretty much remains the same. I believe students learn by doing which closely relates to the constructivist learning theory (Lever-Duffy & McDonald, 2008). I also believe my theory is also complimented with social learning theories because my students often work in collaborative groups. My learning theory also closely relates to the behaviorists approach because I use rewards as part of my instruction (Lever-Duffy & McDonald, 2008). Overall, I believe students learn in a variety of ways. Therefore, I try to teach my students using the strategies that benefit them the most.

One thing that I focus on when determining my instructional strategies is maximizing student involvement in every lesson. I focus on allowing the students to move around my classroom to complete various hands-on tasks (Orey, 2001). I believe this benefits my students because they are engaged in the learning process when they are actively involved in the lesson. In my classroom I also encourage meaningful discussions between students. I believe that everybody is a teacher and a learner. Therefore, I encourage my students to share how they reached an answer with their peers because they often understand a peer’s explanation better than one from an adult.

I plan to make an immediate adjustment in my learning theory by implementing the use of technology on a regular basis. In the past I did not effectively use technology. I used technology more as an instructional tool instead of as a learning technology tool. Throughout this course I have learned that technology benefits the students when it is used as a learning tool where the students are using it as an active learner (Laureate Education, Inc., 2008). When technology is used as a learning tool the classroom is student-centered which relates to my personal learning theory.

I plan to use Webspiration in my classroom for creating concept maps. Concept mapping will help create a nonlinguistic representation of information (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). It will also help the students make connections and remember new information. I have used maps in my classroom in the past and have seen a lot of success. I think by adding the technology of Webspiration to make concept maps the students’ knowledge will continue to expand. The students will also be actively engaged in the learning process.

I also plan to implement the use of VoiceThreads in my classroom. VoiceThread will allow students to work in a group to create an artifact to share their knowledge with their peers. I like VoiceThreads because it is fairly simple to use. It also allows for students to be able to share their thoughts and make comments on their peers’ VoiceThreads. I think this technology will encourage my students to collaborate and help them become better communicators in the real world.

I believe technology is an essential tool in every classroom. I have set two goals for myself in regards to technology integration in my classroom. My first goal is to assign at least one project using technology every nine weeks. I plan for these projects to use different types of technology. I want for these projects to encourage my students to get away from their comfort zones and try something new. Another goal I have set for myself is to continue learning about new and upcoming technology tools that can be used in the classroom. I want to expand my knowledge of technology and then teach my students all about it. I plan to be a learner with my students as we learn about new technologies and then use them in our classroom.

In conclusion, I have learned a lot in this course about learning theories and technology integration. I am excited to start a new school year with so much new knowledge and an abundance of ideas to use in my classroom.

References

Laureate Education, Inc. (Producer). (2008). Program thirteen. Technology: Instructional Tool vs. Learning Tool [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

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.