Final Reflection

Looking back upon my personal theory of learning that I wrote seven weeks ago, I realize that the foundations that I believe upon have not changed significantly.  However, throughout the resources, discussions, and applications I have been a part of the past two months, the way I am going about my personal theory is a little bit different.  It is easy to get caught up in doing things the same way, especially with the pressures of limited time and needing to get everything covered.  As a result of this course though, I have accepted the mantra that if it’s worth teaching, it’s worth teaching well.  Instead of getting caught up on getting everything covered, I am slowing down, involving students more, and making sure they get a deep understanding of the concepts being taught. 

 

Additionally, as a result of this course, I am slowly learning to let go of the responsibility in terms of technology and allow students to use the technology as a learning tool (rather than an instructional tool).  As Dr. Orey (Laureate Education, Inc., 2011b) states, all the learning theories covered in this course encourage integrating technology as a learning tool and emphasize what students do with technology.  This is hard to do, but every time I am daring enough to try, my students meet and most of the times even exceed my expectations.  There are tons of great technology tools students can use to deepen their understanding, but I would like to focus on two of them:  Prezi and VoiceThread.  Prezi is very easy to use both in presenting information to students, but then it also provides the opportunity to build graphic representations with students, and then eventually allow them to create a graphic representation on their own (http://prezi.com/).  If this process is started at the beginning of the year, I believe even my young 1^st-3^rd graders would be able to create a graphic representation. 

Pitler, Hubbell, Kuhn, and Malenoski (2007) emphasize the value of using multimedia as an advance organizer for students.  They state, “For many students, multimedia is very effective because it helps them both activate prior knowledge and develop a mental model to help them understand new information” (p. 82). Additonally, VoiceThread also provides a great collaborative tool where students can make an initial post, and students, teachers, parents, and other members of the community can comment back either in text, voice, or video (http://voicethread.com/).  Mr. Jarrett (Laureate Education, Inc., 2007a) explains all the benefits of using VoiceThread and in the end, the options help you meet all the needs of very diverse learners.

 

In order to increase the use of technology integration into my classroom I have two goals:

(1) Teach students some of the technology tools from the beginning of the year (as a part of routines)

(2) Involve parents more and share with them ways they can be using technology to help their students at home

 

In order to achieve my first goal, I am going to focus on the two technology tools outlined above (Prezi and VoiceThread).  During the reading block, students have some time to work independently (or collaboratively in groups) and I would like to allow them to use some of the time to create nonlinguistic representations of the vocabulary words and concepts that we are reading about.  By making this part of the routine, it would be neat to see how students evolve and grow as they create different products throughout the year.  If students use VoiceThread, I will be sure to leave feedback for them to reinforce their efforts.  Pitler, et al. state, “Audio messages can be an unexpected and exciting way for students to receive recognition.  Hearing the congratulatory tone and enthusiasm in a teacher’s voice often leaves a lasting impression” (p. 66). 

My second goal has been inspired by discussions with a few parents who have shared that they have internet access at home but that they do not allow their child to use it.  I want to share with them some of the great resources that they can use to help them with homework, to review on tests, and even share with them the VoiceThread presentations and Prezi presentations that are being created.  In order to do this, I am going to add a “Student Work” part to my web-page and make sure parents are aware to keep checking this to see if their child’s work is being featured.  Additionally, with each new unit, I am going to send home recommended resources for practice at home.  I started doing this with a few parents to help with mathematics homework (i.e. virtual manipulatives  from http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html since most students do not have access to things like base-10 blocks or pattern blocks at home). 

References:

Laureate Education, Inc. (Producer). (2011a). Program ten: Spotlight on technology: VoiceThread [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

Laureate Education, Inc. (Producer). (2011b). Program thirteen: Technology: Instructional tool vs. learning tool [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.

Link to VoiceThread

Happy April!  I don’t know about you, but April means standardized testing for the state of Pennsylvania.  Below is a voicethread that I created to get your input with the use of standardized assessments.  Please visit and leave your input-- I'd love to hear thoughts from others on how to solve this dilemma.

http://voicethread.com/share/4374430/

Cooperative Learning and Social Learning Theories

Cooperative learning and social learning intertwine perfectly and both are critical for student success in the 21^st century.  Pitler, Hubbell, Kuhn, and Malenoski (2007) stress that we are living during a time where learning and innovation are becoming increasingly global; thus, students must be able to work cooperatively in order for them to be prepared for the workforce they will inherit. Similarly, Dr. Orey (Laureate Education, Inc., 2011) defines situated cognition as the need to be able to apply learned information into new constructs.  Students need to be able to apply their learning to unique situations, which has led to the implementation of project/problem-based learning (along with cooperative learning and social learning). 

 

Social learning theory relies on two different understandings: the zone of proximal development and the more knowledgeable other.  The Zone of Proximal Development (ZPD) was developed by Vygotsky and is based upon what a child is able to learn at a given time.  Below the zone is information the child already knows, and above the zone are concepts that the child is not ready to learn yet, even with significant support.  Social learning should target knowledge that is in the ZPD.  Children are able to learn and master information that is in the ZPD by interacting with a more knowledgeable other, which can be a parent, teacher, or a computer.  Through interacting and applying knowledge, what a student can do with support today, they will be able to do on their own tomorrow (or within a given time period).   Below is a image depicting the zone of proximal development.  Ironically, as I was looking for an illustration, I found that 90% of them rely on the teacher to bridge the gap created by the ZPD.  However, cooperative learning theory lies on the foundation that the teacher is a facilitator and while the teacher plays a role, the peers also play an important role in learning. 

 

Through the use of cooperative learning, students are able to interact with others to gain knowledge.   There are many unique ways of using cooperative learning groups and include (but are not limited to): pair-share, jigsaw, split-class discussion, random groups of 3, ability/interest groups, diversity groups, and multi-aged groups (Palmer, Peters, & Streetman, 2003).  Cooperative groups increase student engagement, and motivate students to achieve high standards. 

 

The use of social media, word processing devices, web resources, communication software, and multimedia can help increase the ability of groups to work together and enhance the products they are able to create.  Pitler et al. state, “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face (p. 140). 

 

Technology even plays an important role in social learning among adults.  Frequently, I find myself discussing something that I saw on Facebook with others, or sharing a lesson idea I found on Pinterest with a colleague.  Blogs have become a great resource for educators to share resources and things that have worked and have not worked in the classroom.

References:

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [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

Palmer, G., Peters, R., & Streetman, R. (2003).  Cooperative learning.  In M. Orey (Ed.).,

Emerging perspectives on learning, teaching, and technology.  Retrieved 18

March 2013 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.