Bridging Learning Theory, Instruction, and Technology Reflection

My personal learning theory has only been strengthened through the learning’s in this course. My teaching style still follows the social constructivism theory including collaborative group work as well as fully engaging students in the learning process (Laureate, 2009). However, new information presented has taught me the importance of maintaining current on education research. Dual coding or using multi-modalities to present and learn information has been proved to be most effective in moving information to long term memory (Laureate, 2009). Also, the use of images will help strengthen student’s ability to retain information.

This course has affected my teaching by reminding me that technology is most effective when used by the students not at them. I plan to continue to use the SmartBoard as a tool to encourage participation amongst students. I will incorporate images into presentations to help student’s link information to prior knowledge (Laureate, 2009). Another technology tool that I will be using with my students is the Voice Thread. The Voice Thread allows student’s to communicate and share their work with a live audience. Many of today’s businesses center on virtual board rooms where groups work together via live satellite. Providing an audience for student work may also help develop intrinsic motivation.

One permanent change in my teaching will be the use of images in presentations, assignments, and assessments. Images help students to link new information to prior knowledge, which is the ultimate goal for an educator. Another goal of mine is to use technology to engage students into the lesson and help immerse them in the learning.


References:

Laureate Education Inc., (2009). Behaviorist Learning Theory. Bridging learning, theory,instruction, and technology. Baltimore.

Voice Thread

Hi All,

I created a voice thread on bullying and it's affects on classroom learning. Please feel free to let me know what you think.

http://voicethread.com/#u656501


Thank you,
Courtney

Collaborate to Learn

The Social Learning Theory states that student's learn best when working with others. In Vygotsky's Zone of Proximal Development students need varying levels of support to learn at their instructional level (Laureate, 2009). The person supplying the support does not have to be an adult or teacher. The support can come from a peer in the form of a partner or member of a cooperative group. In a cooperative group each member is responsible for the success or learning of each other (Laureate, 2009).

Another primary component of the social learning theory is that students are actively engaged in building while conversing with each other. Technology provides many avenues for students to engage in learning while creating artifacts. Students can create web pages; solve web quests, or other multimedia tool such as power point (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Working collaboratively also supports the social learning theory through problem based learning. By working cooperatively to solve a problem, each student brings a unique perspective and strength to the project. Students cooperate to learn, apply their knowledge, and demonstrate their understanding by developing a solution. Through consistently working in collaborative groups, students build their communication, leadership, and team work skills (Pitler et al, 2007).

References:

Laureate Education Inc., (2009). Social Learning Theories. Bridging learning, theory, instruction, and technology. Baltimore.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.