The
course, Bridging Learning Theory, Instruction, and
Technology, through Walden
University has focused on theories of learning, and how technology
can be used to support various instructional strategies. It
has made me aware of
more
learning theories and technology tools,
while also helping me to see how various instructional strategies
could improve the learning environment in my classroom. As a result
of the knowledge I have gained, I look forward to making a few
changes in my classroom and theoretical approach.
The first changes
have occurred in my theory of learning. While I still believe that
students have a variety of learning styles, and that they learn best
through activities that make use of the targeted skills, I would now
describe my theory of learning as a form of social constructivism
instead of constructivism or the multiple intelligences theory. As a
result of this course, I have come to believe that people construct
knowledge primarily through interactions with others and their
environment (Kim, 2001, para. 9-11). The
change in my theory of learning is primarily in the belief that the
social aspects of learning are of high importance. This course has
also shown me that technology can significantly enhance the
opportunities for social learning by providing easy access to quality
tools for collaboration with students and experts around the world,
tools for practice, and teacher-tested projects.
Another way that the
knowledge I have gained through this course has lead to
changes in my instructional practice. In this course, as in a
previous course, I learned about nine instructional strategies that a
team, lead by Robert Marzano, identified as being statistically
proven to enhance student learning (Laureate Education, Inc., 2011).
Unlike the previous course, however, this course focused on providing
multiple examples of how technology could be used to support student
learning using each of the strategies. I plan to intentionally use
the nine strategies in my lessons and to integrate technology as
often as possible. For instance, when graphing linear equations I
will use the strategy “generating and testing hypotheses” along
with the website GraphSketch.com. I will have students sketch a
prediction of what each graph will look like, then I will have
students use GraphSketch.com to create the graph to test their
prediction. In my band classes, I can use the strategy “cues,
questions, and advance organizers” along with an unfinished concept
map created on a website such as LucidChart.com, to focus students'
note-taking during a music history lesson. According to Pitler,
Hubbell, Kuhn, and Malenoski, this type of advance organizer “helps
students organize their thoughts around the essential information and
gets them thinking about what they know about the topic” (2007,
p76).
Finally, I have also
created goals for my technology integration as a result of this
course. The first goal is to do at least one technology-related
project per year with each of my middle school bands. The second
goal is to use technology to help my students become better
note-takers in my math classroom. I can accomplish the first goal by
looking at our concert schedule and setting aside a block of time in
each band's schedule when it won't interfere with concert
preparations. Then I will need to create several project-based
assignments for use when the time is right. Some ideas include
creating compositions, recording student performances, and creating a
blog or wiki dedicated to composers or other music-related topics.
The second goal can be accomplished by using the strategies “cues,
questions, and advance organizers,” “summarizing and
note-taking,” and “reinforcing effort.” Each of these
strategies has several options for supporting technology, such as
creating a web page dedicated to recognizing student effort, creating
a KWL (know, want to know, learned) chart in a spreadsheet program,
or creating an incomplete concept map for students to finish as they
take notes.
As my course comes
to a close, I realize that I have learned a lot about learning
theories, instructional strategies, and how technology can be used to
bring about student growth. I have been inspired to use technology,
as I implement instructional strategies, to prepare students for
their technology-rich future.
Kim, B. (2001).
Social Constructivism. In M. Orey (Ed.), Emerging perspectives on
learning, teaching, and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism
Laureate
Education, Inc. (Producer). (2011). Program eleven: Instructional
strategies, Part one [Video webcast]. Bridging learning theory,
instruction and technology. Retrieved from
http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler,
H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007).
Using technology with classroom instruction that works. Alexandria,
VA: ASCD.
