Reading back over the “Personal
Theory of Learning” I developed during week one of this course, I can see that
my fundamental beliefs remain the same. I still believe that students learn
best through a hybrid combination of the different established theories of
learning, especially the cognitive, constructivist, and social learning
theories. I still do believe that there is a mental process that must take
place in order for connections to be made between new ideas and those already
established in one’s understandings. Likewise, I maintain that the
communication and collaboration components of the social learning theory play
an integral role in an individual’s learning experience. While my beliefs did
not change drastically, my general understanding of each of the learning
theories has certainly deepened. Instead of only knowing about these theories
through the observations made in my classroom and personal learning
experiences, I can now identify elements of them in the effective instructional
practices used in my classroom. For example, it is now clear to me how the art
of summarizing utilizes principles from the cognitivist learning theory, and
cooperative group activities support the ideas behind the social learning
theory.
An immediate adjustment that I will
make to my instructional practice is that I will cultivate the use of
educational technology as a learning tool more so than as an informational
tool. I can now see that I am guilty, as an educator, of monopolizing the use
of technology in my classroom. While educational technology may always play a
role in my daily lesson plans, it is disproportionately used as an
instructional tool. I would like to make my lessons more student-focused, and I
would like to create lessons where students have more of an opportunity to use
technology as a learning tool. Two tools that I am especially interested in
utilizing in my classroom are VoiceThread and webquests. Both of these tools
support the constructivist theory of learning. In each activity, students, or
student groups, are required to create an artifact or solve a problem to show
their learning. Both activities also embody elements of the social learning
theory as they encourage cooperative learning. I am excited to expand my use of
VoiceThread and webquests with my students. The practice and opportunity to
create useful applications for these tools within our coursework has prepared
me to use them in my class.
Looking at my classroom in its
current state, I am able to identify two areas that I would like to improve or
maintain over the long term. The first goal is to make my classroom into a more
student-centered environment, where my students regularly utilize educational
technology to construct artifacts, solve problems, and show their learning. The
utilization of the resources presented in this course will help me to solve
this goal. Incorporating tools such as webquests, advance organizers,
VoiceThreads, Power Points, Prezis, concept mapping, wikis, and blogs will
provide my students with opportunities to become proficient users of these
types of tools. I can work toward this goal by starting small and adding one
technology-based, student-focused activity per marking period. I can continue
to make additions until I have at least one activity per unit of learning in my
curriculum. The second goal that I endeavor to meet is to make my classroom
into a place where new ideas and technologies are welcome. Many of my current
students will be responsible for using technologies that have yet to be
invented when they embark on their career paths. I need to foster an
environment where it is permitted, and even encouraged, to experiment with new
media and technology. By opening up my plans to the inclusion of new ideas, and
staying abreast of innovative resources through learning communities and
technological blogs, my classroom will be a place where students can prepare
for their futures.
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