Reflection

As the year comes to a close, so does my graduate course on learning theories and technology. I leave with a similar perception of learning as when I entered. Students learn at different rates and in different ways. The key to reaching the majority of children in a classroom is presenting the same material in various fashions. Listening to a speech, seeing a PowerPoint, and creating a website on the same topic can tap into the learning styles of many while reinforcing the information each time. The course worked to deepen my understanding of why using multiple methods is beneficial. While I still believe in multiple intelligences, I now appreciate the underlying influence of brain activity and memory formation. Wolfe (2008) detailed the interaction between synapse connections and memory retention. Neurologically speaking, students who create more pathways in their brains to information will have an easier time of accessing the data at a later date.

As most students are being raised in more technology accessible households, their learning is structured around this mode of information presentation. One wonders if all their other learning outside of school is technology centered, then can the absence of this method be detrimental within the classroom. With this thought in mind, I will strive to include more technology-driven and student-centered lessons. This will involve more work on my part for scheduling computer labs, altering lesson plans, and keeping up-to-date with the newest advancements made available to my school. I would like to create projects that include the use of VoiceThreads as well as concept maps. Each of these programs requires students to plan out their method of answering questions. Rather than jumping into the problem, they have to categorize what they already know and what they are looking for. This helps students develop the much needed skill of looking at the entire picture before passing a judgment.

As far as long term goal changes, I think it is too early to tell in my case. I am just starting to edge out of the first year survival mode. If I were to pick two long term goals for technology, I would choose student-centered projects and interactive classrooms. Both of these require more research and practice into the available programs. Unfortunately, I believe that each case will involve trial and error periods. The only strategy for success, or rather encouragement, would be to try the activities with one class before spreading to all of my classes. Repeating the same problems four times a day without a chance to fix the situation can be disheartening. In either case, students creating a technological project or working with another class across the nation would definitely be something to explore in the future for the benefit of all.

Voice Thread

Once again my graduate class has introduced me to some new and amazing technology. This week involved creating Voice Threads which allow anyone to create a quick picture demonstration with the addition of recorded messages. The steps were extremely simple and the possibilities for classroom use are quite obvious.

I created a Voice Thread focusing on an issue I have in my classroom, namely, student organization. Please feel free to see how my students prepare themselves to learn by visiting the thread at http://voicethread.com/share/786199/

Social Learning

Pitler et al. (2007) describe cooperative learning as a method of students helping each other learn. This can take place by completing a project together, discussing a problem solving plan, or something simple like associating as a group for checking homework. The main focus of the chapter was the possible interactions that can occur due to technological advancements. Students are now able to join the global classroom. Experts, teachers, and fellow students are available all over the world for discussion. Webquests, wikis, blogs, and numerous other applications are the mechanisms of the social learning theories. If students are able to learn through interpretation of social and environmental aspects of their day, the use of technology provides a much wider information pool to draw from.

Cooperative learning, as in all social learning theories, relies heavily upon pre-planning for success. The intricacies of group dynamics are a topic that teachers must be skilled in before expecting the best outcome of this type of instruction. Just as Pitler et al. (2007) notes that groups need to be heterogeneous whenever possible, the use of technology helps provide the variation needed for positive and balanced contributions. The classroom environment becomes a station for interaction and exploration on multiple levels. Most importantly, the social learning theories are no longer contained in a small setting.