The information that I have learned in this course, Bridging Learning Theory, Instruction, and Technology, has lead me to consider learning theory more carefully as I plan lessons. While I have always tried to use diverse learning activities, I am now more familiar with the theory behind those techniques and why they work. I also am more familiar with current research on brain function and which instructional techniques support current brain research.
Through this course, I have learned several new technology tools that I plan to integrate into my classroom. One is Voice Thread, an online tool that allows students to post artifacts and comment on artifacts that others have posted. Voice Thread is extremely user-friendly, which makes it a perfect tool for classroom use. Students will not need to spend much time learning how to use the technology. They will be able to start posting and responding almost immediately. Voice Thread can enhance student learning by allowing students to post any type of artifact that they would like to demonstrate what they have learned. Almost any learning style can be accommodated, as students can post a writing sample, a drawing, or an audio recording. As they explore each others’ artifacts and make comments, they are engaging in discussion about the content that they learned. Thus Voice Thread supports the social constructionist theory of learning because students construct artifacts and then engage in discussion about the artifacts (Laureate Education, Inc., 2009).
Another technology tool that I plan to integrate is electronic concept mapping software. I have used concept mapping techniques with my students in the past, and I think they will find the software to be helpful in creating maps. Concept maps help students to organize information and to make connections between several concepts (Canas & Novak, 2008).
As long-term goals, I hope to incorporate new learning technology tools into each unit that I teach. To achieve this goal, I will adjust one lesson per unit to include at least one new technology tool that I have not used in the past. I would also like to continue to learn about current brain research and incorporate new strategies that support current learning theories. To achieve this goal, I will use library resources from Walden University as well as the library at the school where I teach to read at least one current article about brain research per month. As I learn more about the topic, I will make adjustments to my instructional practices to support student learning.
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/ Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Wednesday, December 23, 2009
Saturday, December 5, 2009
Wednesday, December 2, 2009
Social Learning in Practice
According to social learning theory, learning takes place when students are actively engaged in constructing knowledge collaboratively with others (Laureate Education, Inc., 2009). This type of social learning, known as social constructionism, is similar to the constructionist learning theory. Both focus on construction of artifacts, but in social constructionism, students work collaboratively.
Pitler, Hubbell, Kuhn, and Malenoski (2007) believe that technology can be effectively incorporated into collaborative learning activities. They suggest that students work collaboratively to construct technology-based artifacts, such as multimedia presentations or web sites. They also take the idea of collaboration between students one step further by suggesting technologies that allow students to collaborate with peers from other geographical locations. Communicating with keypals, or email pen pals, is one way to encourage social learning between students of different cultural backgrounds. Other social networking tools, such as Skype, wikis, and Voice Thread, can also encourage collaboration beyond the walls of the classroom.
When implemented correctly, social learning will lead to an increase in student engagement and motivation. When faced with the task of learning new information, I believe that students prefer to feel as though they are part of a team rather than an individual. Outside of school, students gravitate toward technology-based social networking. Current technological advances allow for almost constant socialization. Students communicate more than ever through text message, email, and social networking web sites. Social learning has become their way of understanding the world. As educators learn to address the needs of millennial learners, social learning theory becomes increasingly relevant in the classroom.
Resources
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Pitler, Hubbell, Kuhn, and Malenoski (2007) believe that technology can be effectively incorporated into collaborative learning activities. They suggest that students work collaboratively to construct technology-based artifacts, such as multimedia presentations or web sites. They also take the idea of collaboration between students one step further by suggesting technologies that allow students to collaborate with peers from other geographical locations. Communicating with keypals, or email pen pals, is one way to encourage social learning between students of different cultural backgrounds. Other social networking tools, such as Skype, wikis, and Voice Thread, can also encourage collaboration beyond the walls of the classroom.
When implemented correctly, social learning will lead to an increase in student engagement and motivation. When faced with the task of learning new information, I believe that students prefer to feel as though they are part of a team rather than an individual. Outside of school, students gravitate toward technology-based social networking. Current technological advances allow for almost constant socialization. Students communicate more than ever through text message, email, and social networking web sites. Social learning has become their way of understanding the world. As educators learn to address the needs of millennial learners, social learning theory becomes increasingly relevant in the classroom.
Resources
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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