When I began the Masters of Integrating Technology in the Classroom
Graduate program in January, I knew I would gain irreplaceable knowledge to take back to my classroom and improve the awareness at my school for the importance of the use of technology to educate our students. My first course in the degree program was so insightful and exciting because it gave me an introduction to technology tools I never imagined using in the classroom, wikis, blogs, and podcasts. This course has helped me deepen my knowledge of technology skills, but also how to bridge the use of technology learning and instructional tools with learning theories and my instructional planning. Throughout this course, I obtained valuable information through all of the resources; the textbooks, journal articles, video programs, discussion boards, and my professor. I can use the information gained from this course and effectively incorporate technology in my lesson plans, using technology to engage my students’ and teach them the concepts, as well as, allow them to gain experience using the 21st century technology skills they need. By gaining a better understanding of all of the learning theories and learning strategies that support them, I will provide my students with confidence and experience in the area of technology, and be able to differentiate instruction to meet the needs of all of my students.
During the first week of this course I was required to complete an application discussing my own personal views on my own personal learning theory. At that time, I stated that I construct my lessons and my views demonstrate that I support a combination of the learning theories for my students to get the best instruction possible and produce the best outcomes. I gained a better understanding of how the learning theories work with the integration of technology as learning and/or instructional tools in the lesson. I still believe that a combination of the cognitive, social, and behaviorist theories, incorporated together are best practices for classroom instruction and management. However, I have definitely gained a deeper understanding of how they work in connection with learning strategies, and technology tools to enhance and engage student learning. The learning theories promote using technology as a tool to help our students learn. Wolfe states that the brain is visual and remembers what it sees (Laureate, 2010). If we provide learning experiences in which students use all of their senses (auditory, visual, and kinesthetic) simultaneously, the brain will process and retain the information (Laureate Education, 2010).
By using technology in our classroom, we give our students the opportunity to view content we teach them, so that they will be able to remember it. Also, before this course I had heard and believed strongly in the multiple intelligences of students to differentiate instruction, this course strengthened my beliefs int his area. Howard Gardner’s theory of Multiple Intelligences based on brain research, recognizes 9 intelligences that all people carry to some degree (Orey, 2001). Teaching to the intelligences support the use of educational technology to enhance student learning in the classroom, however the importance for teachers to carefully select activities that not only teach to the intelligences, but also agree with the subject matter of the lesson or unit (Orey, 2001). He goes on to say that the multiple intelligences theory should enhance, not detract from what is being taught. I found the table in this selection extremely beneficial for teacher’s to help with planning toward the multiple intelligences because it gave great examples of how to plan for each of the intelligences. For example, teacher-centered lessons for visual/spatial learners would benefit from power points, cartoons, videos, smartboards, etc… and student-centered activities could include the same along with concept maps. Also, intrapersonal intelligences activities could include web blogging, and creating student portfolios (on the internet or not). Effective instruction relies on the knowledge of learning theories since the theories tell us how learning might occur. (Lever-Duffy & McDonald 2008). This is required for teachers to plan effectively.
The immediate adjustments I have made due to this course are using technology tools more for learning tools rather than just instructional tools. Orey explans that when a teacher uses technology to present information, this is an example of an instructional technology tool and when students are actively using technology in a "hands on" way, to learn or expand their knowledge on concepts being taught, this is when technology is being used as a learning tool.(Laureate Education, 2010). Two technology tools I have begun to use as a result of this program are blogging through the social network site of edmodo.com, and creating digital multi-media posters through edu.glogster.com. These tools are engaging to the students and enhance their learning through cooperative learning and collaboration which supports the social learning theory. My repertoire of technology skills has been expanded greatly due to the ideas and feedback from my colleagues and professor throughout the entirety of this course.
Two long term goals are to have my students use technology tools weekly as a learning tool inside and outside of the classroom, incorporating them into my lesson planning regularly, and to have students engage in more meaningful conversations and discussions using higher order thinking skills when working in small groups and pairs, and engaging in whole group discussions as well. I plan to do this, by planning over the summer and revamping my lesson plans to incorporate the technology regularly with school work and homework and long term projects. Also, I plan on scheduling two days or more a week to spend in the smart lab with my students to specifically work on technology projects or assignments. I plan on modeling for students beginning on day one of the school year, and training them how to engage in meaningful discussion encouraging them to use higher order thinking skills, asking and answering “why” questions, more than they do now.
In conclusion, this has been a valuable course for me as an educator. The information I have gained is priceless, and will prove to help enhance my professional career as an educator. The textbook and journal articles provided information to help me in all areas of my profession. Also the video programs provided valuable information as well. My classmates gave the most insightful and creative ideas to expand on what was taught in the resources, through intense communication on the discussion boards. My professor provided me with feedback on my applications to help me broaden my thinking and responded to my discussion posts so that I could engage effectively in the conversation that was going on. To sum up this course, it broadened my knowledge and ability to bridge learning theory, instruction and technology in the classroom. I will continue to grow as an educator, and by using the methods and strategies taught in this course I have already become stronger as a teacher, and by taking what I learned from this course, I will become a leader in my school. I just did a presentation this week for my principal and reading specialist on the use of edu.glogster.com in the classroom as a learning tool, and they are going to have me present to other classes in the school, as well as the area teamleaders.
References:
Laureate Education, Inc. (Executive Producer). (2010). Program Number 1: Understanding the Brain [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010). Program Number One: Technology: Instructional Tool vs. Learning Tool [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Lever-Duffy, J., & McDonald, J. (2008). Theoretical Foundations. Boston, MA: Allyn and Bacon
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page on March 2, 2011. Section: Multiple Intelligences and Learning Styles
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