Course Reflection on Learning Theories and Strategies

When I went back and read my paper “Personal Theory of Learning” from the first week of this course, I noticed that I mentioned I tend to focus more on the cognitive-constructivist theory. As this still is true, I realize that I have touched upon many of the learning theories that were discussed in our readings and viewings throughout this course during my nine years of teaching. Throughout the course I felt that every time I learned about one learning theory I was nodding my head and agreeing to what it supports and connecting to how I have definitely incorporated each one into many my lessons. There is no doubt that humans learn in many different ways. “The world is different. Kids are different…learning is different…and teaching must be different too”(Lever-Duffy & McDonald, 2009, p.6). Therefore, teachers must become experts at understanding and knowing the different learning theories and be prepared to provide the supported learning opportunities for their students.

As I see it lessons need to connect to the students’ lives, and an explanation of the connection needs to happen at the beginning of the lesson. Lessons also need to be framed around all the different learning styles that our classrooms consist of. It is our job to prepare our students for the future and the REAL world that they are going to have to face. Furthermore, because of the fast growing pace of technology I feel that it is imperative that I make many adjustments in my career. I feel that because of what I have learned about learning theories and teaching strategies, I must incorporate technology into my lessons at school and also in my personal life. Lever-Duffy and McDonald say it best in their text, 2008.
“Understanding learning is even more critical when a teacher
integrates technology into an instructional event. Technology
is best viewed as a robust set of instructional tools that help you
accomplish the objectives of the teaching-learning process. Tech-
nology is a means to an instructional end, not an end itself. To
use technology effectively, the teacher must have a clear under-
standing of learning and the teaching strategies that will result in
the intended knowledge transfer"( p.11).
Knowing what I know now about learning theories and teaching strategies I will definitely incorporate Weblogs and VoiceThread tools into my teachings. Both of these technology tools, on many accounts, will enhance and engage in students’ learning. I chose the technology tools of blogging and VoiceThread because I feel comfortable and confident enough to teach my students how to use them, “when a teacher believes in what she’s doing and is confident in her tools, well, it rubs off on even the most resistant of students”(Richardson, 2009). I also realize that blogging and VoiceThread have a lot to offer to students such as discussions, writing, cooperative and collabortative learning, and also images to create artifacts that they can share. All of these support constructionism learning theory, a theory of learning that states people learn best when they build something they can share with others (Laureate, Inc., 2008).

Being that technology has been invisible in my classroom; I have two long term goals to make sure it will be existent in my classroom from here on out. I plan to become an expert on one or two technology tools a quarter by experimenting with them on my own and then bringing them slowly into my classroom. The second long term goal is to incorporate these technologies into my lesson that focus on learning strategies that work best for students. I will keep similarities and differences along with non-linguistic representations learning strategies in mind when designing lesson plans. I will also focus on the learning theory that works best for my students right now, and being that I am bringing technology into the classroom, that would be the constructionism learning theory.

References:

Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc. custom ed.). Boston, MA: Pearson Education, Inc.

Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms ( 2nd ed.) Corwin Press

VoiceThread

Here is my voicethread with my concern in our school building.
Enjoy!

http://www.voicethread.com/share/660039

Cooperative and Social Learning Strategies Through Technology

The instructional strategies described in the resources I explored this week correlate with the principles of social learning theories in many ways. To begin, let's take a glance at what social learning theories consist of. Dr. Orey in his video Social Learning Theories describes it as collaborative and cooperative learning, in which children work together to build something. It is a work in progress where children are actively engaged in learning and able to discuss, bounce ideas off of each other, question, and come to conclusions (Laureate Inc, 2008). Next let's look at what cooperative learning consist of and how some of the social networking and collaboration tools mentioned in Using Technology with Classroom Instruction that Work support the two. "The instructional strategy cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning. When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others"(Pitler, 2007, pg. 139). After defining the two it is very obvious that social and cooperative learning correlate. Therefore, when exploring the networking and collaboration tools in our assigned readings for this week it is easy to recognize the impact these types of resources can have on learning.

We cannot escape the fact that we must prepare our children for the fast paced, virtual workplace that they will inherit, today's students need to learn and produce cooperatively (Pitler, 2007). Luckily technology has provided us with the means for students to learn collaboratively and cooperatively through social networking tools. I was inundated with the many resources that are available and so easily accessible for teaching and learning such as multimedia, web resources, and keypals to name a few. I found each and everyone of these tools to support cooperative and social learning theories, because they support the ideas of working in groups to create an artifact based on all students being actively engaged. By using these resources individuals can create meaning through their interactions with each other and with the environment they live in and as we know meaningful learning occurs when individuals are engaged.

References: Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [Motion picture]. 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

Generating and Testing Hypothesis with Technology

Constructivist based on Lev Vygotsy believes that learning occurs when a meditating influence provides the “spark” to push the learner to the next level of knowledge. Constructionism defined by Seymor Paper believes that learning occurs as a result of building artifacts that can be evaluated by others. An artifact that allows for collaboration and problem solving for critical thinking. When understanding constructivist/constructionism based on the work of Piaget learning comes with active construction of knowledge. Fortunately for educators technology has made it possible for constructivist/constructionism learning to be made possible in the classroom (Laureate Inc., 2008).

There are numerous programs available that allow for constructivist/constructionist learning such as PowerPoint, wikis, blogs, webquests, and virtual tours. Two other programs mentioned in this weeks reading that can be incorporated to support constructivist/constructionism learning theories in the classroom are spreadsheet software and data collecting tools. Spreadsheet software can be used interactively by students for generating and testing hypothesis by creating graphs and charts for collected data or research. With this program students can make informed predictions, collect data, analyze the data, revise, and receive quick feedback on multiple scenarios (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The scenarios being used with this program allows for choice and generating their own thoughts and ideas with real life or made-up scenarios. When students are able to use real life scenarios they tend to become more involved and dig deeper into the research. An entire class can be involved in creating these spreadsheets which also enhances learning and engage students.

Furthermore, once all the research is complete and data is collected students can then use data collection tools to confirm, deny, or revise their last hypothesis. By using data collection tools students can see the bigger picture and recognize patterns (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Based on the facts researched they can compare the data to their predictions. Students can also compare and share their data online through collaborative project Web sites. Sharing and comparing data from other localities gives students enough information to generate and test hypothesis concerning the nation and other parts of the world (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Because these applications allow for creating, generating, problem- solving, images, critical-thinking, and collaboration, both spreadsheet software and data collecting tools perfectly illustrate how technology correlates with constructivist/constructionism learning theories. These applications aforementioned help teachers combine the instructional strategies that affect student achievemen, perhaps gain higher tests scores, but more important, students will be enthusiastic while learning the material.


References:Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom practice that works. Alexandria, VA: ASCD

Cognitivism in Practice

Being more clear on cognitive learning theories and how they base their long term memory learning on the network model of memory: types of information, dual coding, and elaboration, clearly allow me to see the correlation with technology. In the text book Using Technology with Classroom Instruction that Works I found there are many strategies I use in my daily lessons such as: KWL charts, advanced organizers, graphic organizers, charts, and rubrics. However, I have yet to utilize Inspiration on a projected computerized screen for class lessons with ques and questions as mentioned in the text. It is very obvious that students can build background knowledge through these types of visual organizers along with multimedia such as: ExploreLearning, BrainPop, or UnitedStreaming which allows for further understanding and exploring. In adddition, Dr. Orey mentions, that by adding images to some of the graphic organizers in as many ways as possible, to make connections for students about the concept being taught, is a primary mechanism for storing information. Furthermore, when creating ques and questions technology can be a great tool to help students with the information processing and store it as long-term memory.

Another strategy that was discussed in this weeks reading was Virtual Tours. I was mesmerized when watching the example displayed for our assigned viewing. It is very apparent how this type of teaching and learning exposes in depth cognitive learning. Virtual Tours incorporate so much learning in one experience and for all leaning styles they create episodic memory. The engagement involved with this type of teaching can lead to numerous connections and clearly proves Paivio's hypothesis on the power of images leading to long-term memory.

References:
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom practice that works. Alexandria, VA: ASCD

Beahviorism in Correlation to Instructional Strategies

When looking at the behaviorist learning theory and the correlation with technology, I find that technology can supplement and enhance learning in the classroom. The resources prove that teacher and student can benefit from quick feedback after completing a skill or task. In a given environment, technology can help students become more receptive which in turn can lead to students becoming more efficient.
In the assigned readings for Using Technology with Classroom Instruction that Works, there are two learning strategies that the authors discuss. The first is reinforcing effort. This strategy is based on the research that students can change their beliefs and make connections between effort and achievement by using a spreadsheet like Microsoft Excel. How a teacher and student can utilize this spreadsheet for their own benefit is by showing exactly what effort looks and have a student track their effort on a daily basis. Realistically I feel that this type of rubric can work, but is not necessary for every child at the middle school level. However, allowing for a student and teacher to see hands on the the relation between effort and grades they earned on a test can be huge for progress in a child's choices of effort.
The other strategy mentioned in the assigned reading for this week was homework and practice. This strategy is based on the simple fact that technology can offer multiple exposures to practice skills and concepts being taught in the classroom. Therefore, allowing for quick feedback and a rewarding form of studying. The use of technology not only offers a wealth of resources outside the classroom, but it also makes it easy for students to work and study.
The educational system and the designers of the technology platform need to be mindful of the end user to create a user friendly system that provides comfortability and enhances learning efficiency in order for the behaviorist learning theory to survive in the classroom.

End of Course Reflection

As this course nears its end, I’m enamored by all I’ve learned and absorbed. Here are a handful of reflections on what I’ve learned and how they will affect my growing technological abilities and my knowledge of integrating technology as a whole.

This course has specifically introduced me to 21^st century skills, including blogs, wikis,  and podcasts. Before this course I didn’t know what any of them were and just simply knowing the basics of each has brought my abilities as a professional to another level. 

I’ve learned that the learning process in students has changed over time and will continue to do so. Our brains are stimulated in different ways throughout life and we, as teachers, must evolve continuously in our lifetime, as those who follow us must for as long as there are subjects to be taught.

My perspective was certainly teacher-centered prior to my masters program and this course in particular has opened a door for me to see more clearly from a student’s perspective.  My concepts will prove to be more learner-centered as a result. When we are aware of how students are receiving and absorbing that which we are putting out there for them, it makes the delivery easier to design and they become more motivated to learn more.

It is clear to me that in order to maintain and increase student achievement, students must keep up with technology and utilize it as their most helpful tool. I must continue to expand my knowledge of learning, teaching, and leading with technology by subscribing to a number of useful blogs, RSS Feeds from technical web pages, and attend classes or seminars offered in my region that will help ME stay affluent. I will also practice and assign development of blogs, wikis, and podcasts to use in my classroom so they become second nature as my other tools of teaching have in past years.

My first goal even as I am still enrolled in my masters program is to integrate technology in my classroom more so than it was as this school year ended. I am going to press the school district through the right channels to try and get computers at every desk. If at first I don’t succeed I will figure the most efficient way to use blogs, wikis and podcasts so that when students are on their computers at home it will be like I am right there with them, still teaching and supporting them on their desks at home. This could spring interest with the students’ parents and word will get back to other teachers in the school with hopes it will urge them to follow suit and also integrate more technology. Therefore, my second goal is to take all that I’ve learned and will continue to learn and share it with my fellow educators so that these powerful tools aren’t limited to my usage alone but stretch to all those I associate with.

Hi Everyone! Please click the link below to go to my Podcast. I asked a few of my students questions regarding the time they spend each day using technology.  

Joy Espinoza's Podcast

Evaluating 21st Century Skills

The 21st Century skills site is an inviting site with its colorful pictures, easy to follow table of contents, and many focused topics that cover the reasons our education system needs to emerge technology into the core classes of today's society. This website hooked me right at the beginning from the "Letter to America's Education Leaders" to the many ways we can support the Partnerships for 21st Century. Although I enjoyed reading the entire website, what surprised me the most is that there is actually a program that recognizes the fact that there is "a profound gap between the knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century communities and work places" (Learning for the 21st Century, 2008) and want to come together to make changes. The fact that this website is very aware of the impact that technology has in the real world, and the transformation that is required for schools to adapt to the accelerating changes that it brings is refreshing. I really enjoyed the many insights and best practices about 21st century knowledge and skills, the idea of it complementing No Child Left Behind by including technology skills to be assessed, and creating the six key elements of 21st century learning. I couldn't agree more with the fact that 21st century technology make better connections for students engagement, motivation, and attitudes about learning.
Therefore making everyday learning relevant to life by teachers using examples, applications and settings from students' lives and their communities through technology will be an obstacle that I will have to conquer. Knowing that today's technology allows educators to pursue a topics in depth and allows for advanced communication is an advantage for all. I hope that when I complete this course the dynamics in my classroom have changed drastically along with that of technology. I will remain to be a life long learner as I will teach my students the same, because of the fast pace of today's technology.

How I'd Use a Blog In My Classroom

At first thought, the lesson that would get the most legs out of using a blog in my classroom would be Teaching 6-Traits of Writing, a very hands on, involved exercise for students with a good amount of actual writing involved. The blog would serve as a writing tool giving peers the ability to edit, giving each student the ability to reflect on their original piece and absorb the feedback from their peers. This blog would also be a wonderful and powerful way for parents to become more involved with their child's writing. It will be such a good use of technology.

A blog supporting these lessons gives students an opportunity to interact about content amongst themselves or with the teacher, and it also acts as a showcase for their work, giving them a sense of pride when it's a job well done.

There are so many ways in which a blog can enhance the lesson. It is an opportunity for students to review other students' pieces of writing, respond to, edit or polish writing pieces, see their own growth, as well as that of their fellow students. This gives students a real full audience other than just a teacher. They can ask questions for clarification, other students can ask them questions about their writing and they can all share ideas to stimulate even more growth.

For a 7th Grade Language Arts teacher, a blog is a good tool for organizing and implementing instructional context. Blogging can promote interaction as well as critical, creative, intuitive, and analytical thinking. It can be a powerful median for increasing access and exposure to quality information. It bodes well for our use of technologies in the classroom. It allows the involment of parents and demands interaction, a most powerful source of growth.

Preparing Educators For Future with Technology

After almost 10 years of being an educator and having coasted through the first course in my master's program, I know now more than ever how important it is to bring educators more up to speed with the ever-growing technology in this world. It is painfully obvious that the world around us is moving faster than what the education system is able to provide us with. "For today's educator to claim ignorance of technology's capacity for assisting learning should strike us the same way we feel about a teacher from the 1960's who said he/she didn't know how to read" (Thornburg, 2004).

To expedite the process of bringing educators up to date with technology, there must be more emphasis from all angles on education wherever possibe and immediately. It must come from the government, from donations, and wherever possible parents must grab hold of oportunities afforded them and integrate technology in their homes. This will have a direct and powerful effect on how quickly the student can adapt to technology in the classroom.

Educators affording themselves with technology at home when not as available through their school is another way to kickstart this integration.

78% of America's teens have internet access, and over 25% of them have broadband (Thornburg, 2004). While this number is greater than ever before, the world still revolves around our ability to communicate and the faster and more efficiently we can communicate, educate and do business, the bettter chance America has to maintain as a world leader. Again, this starts with students, and the younger the better. The fastest growing age group for using the Internet is 2 - to 5-year-olds (NetDay News, 2005).

Educators MUST keep up with the tech world around us in order to be able to do our jobs properly. Educators must be provided with adequate professional development opportunities to give us the skills both in technology use, and in the ways these tools can be utilized or implemented in the context of the curriculum and modern pedagogy.

References:
Richardson, W. (2006). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Thornburg, D. (2004). Technology and education: Expectations, not options. (Executive Briefing No. 401).