As my current Walden course draws to a close, I have taken some time to reflect on what I have learned and how it will affect my ability to effectively and appropriately integrate technology in my classroom. In Week 1 of this course I was asked to describe my personal learning theory of learning. Through that application, I described my personal learning theory as a fusion of elements influenced by several other learning theories. The theory I felt was most heavily represented amongst them, was the constructivist perspective. Constructivists, view learning as “an entirely unique product for each individual based on the experiences within which those mental processes occurred” (Lever-Duffy & McDonald, 2008, p. 17). Although I still feel that the constructivist learning theory is prevalent in my teaching, I have come to realize that it is not alone. In some way, shape or form, the behaviorist, social, and cognitive learning theories are also present in my teaching.
This course has helped me to deepen my knowledge and understanding of learning theory and the use of educational technology. As we continue to move forward into a digital age, it is imperative that we as educators embrace technology and incorporate it into our daily teaching. Through this course, I have learned about and explored several new technology resources. Moreover, I was able to interact with these new resources, and learn first hand the benefits they provide. Some of the technology resources I utilized in this course include a blog, interactive concept mapping tools, and voicethread. These technology tools allowed me to cooperate and collaborate with my colleagues in a way I had never experienced.
I am excited to make some immediate adjustments and incorporate new technology tools into my instructional practice. Two technology tools that I would like to begin with are a blog and the use of voicethread. A blog and voicethread, are tools that will greatly help me in both supporting and enhancing student learning. By creating a class blog, I will be more easily able to communicate and collaborate with my students. As stated in the course text Using Technology with Classroom Instruction that Works, “using a blog is similar to facilitating a focus group online” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 34). Initially, I am looking to use the blog as a way to get to know my new upcoming students. As the year progresses I would like students to work in small groups to create their own group blogs. In addition to incorporating blogs I would also like to use voicethread. VoiceThread, is similar to a PowerPoint in that it allows its creator to generate slides that can include images, documents or videos. Futhremore, VoiceThread incorporates comments from the creator and its visitors, which can be made by audio, typed text, or phone. I have already created a voicethread to welcome my new students, and posted it on my webpage. As the year progresses, I would like to use voicethread as a project option for students to choose from.
My repertoire of technology tools and instructional skills has truly expanded as a result of this course. Although I used a variety of the instructional skills prior to this course, I was not utilizing them as effectively as I could have been. Now I have gained the knowledge needed to employ these instructional strategies to engage students and truly enhance their learning. To do so, I have written two goals to work on throughout the year. My first goal is to make a more conscious effort to create lessons that are student center. While lesson planning, I will estimate the amount of “teacher talk” per lesson and cut it in half. I can do this by replacing some “teacher talk” with more student centered activities, and project based learning activities. My second goal is to include one form of technology in each of my lessons.
I have learned so much through this course! I am excited to apply what I have learned with my students and use it to become a better teacher.
References:
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston , MA
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria , VA
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