EDUC 6711 Reflection Piece

At the beginning of the class “Bridging Learning Theory, Instruction, and Technology” from Walden University, the class members were asked to identify and define their personal theories of learning and reflect on how the theories were being implemented in their respective classrooms.  At that point I was not able to single out one particular strategy that I utilize more than another, as multiple strategies are used in my instruction every day.  After spending six weeks examining strategies in greater detail, I am still unable to state that one theory is used over the other strategies.

I am now more aware of the principles and theories behind the strategies and how using each one addresses the different needs of the individual students.  This understanding emphasizes the need for me to use a variety of techniques within my classroom. 

As a result of this class, I have implemented the use of concept mapping during a lesson on the Native Americans of Virginia.  This instructional strategy supports the cognitive theory of learning in which students organized information and paired it with pictures to give order and meaning to the content.  Pavio’s Dual Coding Hypothesis states that information is stored as both images and text (Laureate Education, Inc., 2011a).  The concept map lesson combined the two. And, since the students used the SmartBoard to manipulate and construct the map, the learning style of bodily-kinesthetic learners from Howard Gardner’s Multiple Intelligences was also addressed (Gardner, n.d.).

Another technology tool I used that was presented during this class was that of a VoiceThread.  This platform was used to introduce a lesson on the founding of Jamestown.  Sections of a mystery picture were revealed in small sections while the students examined the pieces and made predictions as to what the picture might be and how it would be connected to the unit we were just starting.  This successful introductory device worked well with the pairs of students.  Much discussion was heard as students were making and revising their predictions throughout the activity.  Since students were working together in pairs, the strategy of cooperative learning and social theory of learning were both reinforced (Laureate Education, Inc., 2011b).   

My students are currently working in pairs on a lesson about the Stock Market and investments.    The students are tracking three to five companies, charting their profits and losses on a daily basis using the internet and spreadsheet software, and determining if they are making or losing money.  Cooperative learning is also being tapped into with this lesson and, since the students are going to be creating charts with which they will be identifying similarities and differences between their selected companies, the levels of student success should be increased (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Students who become proficient with this skill are likely to see an increase of 45% on future measures of achievement.

I have begun making a more conscious effort to model instruction for my children so that they will have a greater understanding of what is expected of them.  I am finding that this is a very effective tool and one that needs to be used daily, as many of my students are visual learners.  Seeing what one is supposed to do offers more credence then just telling the students what should be done. 

One goal that I have set for myself is to better utilize the SmartBoard that is in my classroom.  With budgetary constraints, I do not want to purchase a lot of books with ideas that may or may not meet my curriculum objectives.  What I would rather do is search for free, or nearly free activities that match my content requirements.  By including more SmartBoard activities in which the students manipulate the content, I would be changing this piece of technology from an instructional tool to a learning tool (Laureate Education, Inc., 2011c).  I am going to start this goal process by contacting my colleagues to see what lessons they have used successfully in their classrooms.  From there I am going to do an online search and contact some of my professional development learning groups to see what those colleagues have to say.  I am hoping to incorporate at least one SmartBoard activity per week into my lesson plans.  As I become more comfortable with the technology, I will increase its use even more.

A second technology goal that I would like to focus on is in connection with Pavio’s Dual Coding Hypothesis (Laureate Education, Inc., 2011c), the visual/spatial component of Gardner’s Multiple Intelligences (Gardner, n.d.), and in the nonlinguistic representations discussed in the book Using Technology with Classroom Instruction that Works (Pitler et al, 2007).  I want to increase the amount of visuals that I use with my students.  While we draw or illustrate content on a daily basis, this is not the same as seeing first-hand accounts or actual footage of various events.  In order to accomplish this task, I want to work on including more video footage, virtual field trips, and photographs into my class.  Again, I will utilize the internet for assistance in finding examples to match my content.  I would eventually like to build a library of resources from which I can pull to address my learning objectives.

I believe that these goals are obtainable and will be very valuable to my students.  They will serve to help them better understand the content and to gain the knowledge they need to be successful on their state assessments.  While I do not think that technology will suddenly make them better students, it will help them to achieve on a greater level and understand more deeply the content for which they are accountable.  Technology will be one of the vehicles that moves them in the direction of success.

 

References

Howard Gardner, multiple intelligences and education. (n.d.). contents @ the informal
            
         education homepage. Retrieved October 21, 2012, from                            

         http://www.infed.org/thinkers/gardner.htm.

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

        webcast]. Bridging learning theory, instruction and technology. Retrieved from

     
   http://laureate.ecollege.com/ec/crs/default.learnCourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1.

 Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive learning theory

 

         [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). (2011c). 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.     

Social Learning Theories

 “There has been a great deal of speculation about the impact of social networking site use on people’s social lives, and much of it has centered on the possibility that these sites are hurting users’ relationships and pushing them away from participating in the world,” said Keith Hampton, a sociologist from the University of Pennsylvania.  This quote appeared in a 2011 article from Smithsonian Magazine (Gambino, 2011).  According to the article, many fear that technology is actually causing many people to spend more time with a computer than with their friends and family.  What the article goes on to conclude is that in spite of appearances, social media technologies are actually allowing society to interact in an even greater capacity.

What then, is the relevance of this article to theories on social learning?  The Social Learning Theory, espoused by Lev Vygotsky, states that students learn by actively engaging in the construction of artifacts and through conversations with others.  This learning is maximized when student work is within the parameters of their Zone of Proximal Development (ZPD), the range in which learning is more likely to occur.  Coupled with the student’s ZPD, the student’s level of success will be even greater if there is a More Knowledgeable Other (MKO) involved in the process.  The MKO could be a peer, a teacher, or some other individual who works with or assists the student to reach success (Laureate Education, Inc., 2011a).

Many of the learning activities that support the Social Learning Theory involve the interaction of learners.  Those interactions could be in the form of cooperative learning activities, the Jigsaw lesson structure, or through web 2.0 technologies.  Students thrive on interaction and these activities support that need for social connections. 

In chapter 7 of the book, Using Technology with Classroom Instruction that Works, the instructional strategy of cooperative learning was described (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Along with suggested steps to take for implementing this strategy in the classroom were rubrics for evaluating student contributions and even suggested Web Quests or other collaborative tools to consider for use.  The chapter was thorough in its directions about what to do prior to, during, and after implementation of this strategy.  Connections or links to social learning were made evident.  Students would be interacting within assigned groups to create specific tasks.  The tasks would be of an appropriate level for the participants and all of the group members would be serving as MKOs for their fellow members. 

Connectivism was also discussed this week.  This learning theory states that knowledge resides in the patterns of how concepts are networked and that learning is what occurs when students form networks of information.  Because the world of education contains a vast amount of information that often complex in nature, systems for organizing the data must be developed.  The connections must be nurtured and maintained.  Technology helps to facilitate this process (Laureate Education, Inc., 2011b). 

Blogs and Wikis help students collaborate on projects and assignments.  Voice Threads allow for the expression of ideas visually, through sound, and or through text.  Face Time, Skype, and Web Cams allow participants to see the people with whom they are interacting who may be located halfway around the world.  Students have access to content and people that they may never been exposed to before.  Cooperative learning, collaboration, and connectivist-style lessons can take place with the person in the next seat or with someone in another country.  Nevertheless, social learning strategies are still being utilized.

Now, let’s get back to the article that started this blog post.  While it may appear to the casual observer that many students today are isolating themselves behind a computer and avoiding society, the opposite effect is actually occurring.  Students are increasing their knowledge base and life experiences through social interactions.  Students are discussing topics that are pertinent to the current events of the day.  First-hand accounts of news events are being witnessed.  Students are connecting with people from other localities and are able to complete educational or life tasks with the click of a button.  Social learning is a preferred learning style for many students, and is one that is not going to leave from the educational scene any time soon.  The sooner educators and administrators embrace this fact, the easier it will be for students to make those social connections that are so important to their academic success.

References    

Gambino, M. (2011, July 11). How Technology Makes Us Better Social Beings. 

         Smithsonian Magazine. History, Travel, Arts, Science, People, Places | 

         Smithsonian Magazine. Retrieved October 4, 2012, from
 
         http://www.smithsonianmag.com/science-nature/How-Technology-Makes-Us-
         Better-Social-Beings.html

Laureate Education, Inc. (Producer). (2011a). 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

Laureate Education, Inc. (Producer). (2011b). Program nine: Connectivism as a

        learning theory [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.




Voice Thread 

A Voice Thread is one tool that students can use to assist them in the social learning process.  Through the venue of a Voice Thread, students can post videos, photographs, and or illustrations.  Sound recordings and text comments can be added to increase the conversations between participants.  As students view the slides, they can post their responses and continue the learning process.

The Voice Thread example that I have included below is one that will be used by my Virginia History students.  In this particular Voice Thread, pieces from a larger illustration are revealed.  As each piece is added to the puzzle, the students should think like historians—they should determine what is evident in the picture and then what can be deduced or inferred from the contents.  Students make predictions as to what they think they are observing.  As new pieces are shown, the students evaluate their predictions, revising them as needed.  Once the “big picture” is revealed, the students will be asked to make connections between this component and the topic that is going to be studied in the new history unit. 

Please feel free to comment on each piece of the puzzle and see if your predictions are correct.

What is it? Voice Thread