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 informaleducation 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.
[Video webcast].
Bridging
learning theory, instruction and technology. Retrieved from
Laureate Education, Inc. (Producer). (2011c). Program thirteen:
Technology: Instructional
tool vs. learning tool [Video webcast]. Bridging learning theory, instruction and
technology. Retrieved from
Pitler,
H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works.Alexandria, VA: ASCD.
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