REFLECTION EDUC 6711: Bridging Learning Theory, Instruction, and Technology

In the last eight weeks, I have experienced many new ways to integrate technology into my classroom. During week one of this course, I wrote a paper on my personal theory of learning. I continue to believe it is important to utilize several different learning theories in my classroom. After this course, I believe that most of my lessons utilize the social learning theory. Dr. Orey states the social learning theory has "students actively engaged in constructing artifacts and conversing with others" (Laureate Education, 2008). I continue to consider behaviorism a theory that has value in a physical education class. I also continue to believe that such things as learning styles, multiple intelligences, best practices, and educational technologies can all be addressed so each student will be provided with the best possible opportunity to learn. Collaboration and cooperative learning will take on more of an important role in my classroom in this upcoming school year.

My teacher tool box has expanded greatly thanks to this course. I now know how to use technology as a learning tool as well as a teaching tool. Educational technology is a support for teaching and learning that both teacher and learner can call on to help ensure the opportunity for optimum performance. My focus has moved from how I can use technology to how my students will use technology in an instructional event. I feel like my students will buy into this and hopefully develop a deeper understanding of the concepts I am teaching, as well as, to continue to develop their twenty-first century skills.

I plan on implementing the use of VoiceThreads in my classroom. In the integrated lesson completed in week 7 of this course, I developed a plan to have my students work cooperatively and contribute to a VoiceThread on maintaining a healthy weight. The interactive nature allows the VoiceThreads to continue to grow and provides a positive learning environment for those who experience it. I think my students will love creating and working with VoiceThreads.

Additionally, I plan on implementing the use of a class blog. This technology will be used for student interaction on specific topics. It will allow the students to develop a deeper understanding of the material as well as an opportunity to interact with others to see different points of view. I look forward to continuing to develop lessons that will involve the use of my class blog.

One long term goal is to develop lessons for my PE class that utilizes technology on a regular basis. The lessons will be student centered and the technology will be used by the students as a learning tool. According to Dr. Orey, the student uses the technology to be an active learner. the teacher becomes the facilitator. The teacher asks "what can the child do with this technology" (Laureate Education, Inc., 2008)? Learning tools let the students be responsible for their own learning.

My second long term goal is to really get to know the Microsoft Excel program. Many of our resources made suggestions on how to use Excel with your students. This is a program that I need to "play with" to develop my knowledge of all that it is capable of doing. Once I develop some skill using Excel, i think it will be a tool i will use often. I think it fits well with our data collection of fitness scores. By utilizing Excel, I believe my students will be able to better interpret their fitness scores. Once I become familiar with the ins and outs of Excel, I am sure there will be many different ways my students and I can utilize this program to make the lessons more meaningful.

This class has opened my eyes to many different uses of technology in my classroom. I hope to implement the use of a class blog, concept mapping, virtual field trips, Venn diagrams, VoiceThreads, and Microsoft Excel as a way to raise student motivation in my physical education class.

References:

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

Laureate Education, Inc., (Producer). (2008). Program thirteen. Technology: Instructional Tools vs. Learning Tools [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Voice Thread on Maintaining A Healthy Weight

http://voicethread.com/#u968986.b1211673.i6537163

Connectivism and Social Learning in Practice

This week I am examining the correlation between instructional strategies and the social learning theory. Dr. Orey states the social learning theory has "students actively engaged in constructing artifacts and conversing with others" (Laureate Education, 2008). He also shares "teaching others helps the learner develop a deeper understanding of the content" (Laureate Education, 2008). Social learning is very active and is students centered, as well as peer centered. Simply put, the teacher facilitates students learning by providing opportunities for them to work with others cooperatively to create artifacts. Additionally, connectivism is a learning theory that "integrates technology, social networks and information" (Laureate Education, 2008).

Cooperative learning is a strategy that "focuses on having students interact with each other in groups in ways that enhance their learning" (Pitler, Hubbell, Kuhn & Malenoski, 2007). Students "make sense of, or construct meaning for, new knowledge by interacting with others" (Pitler, Hubbell, Kuhn & Malenoski, 2007). Our text shared several technology based strategies that can provide students with cooperative learning opportunities. "Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Examples of technology based cooperative learning opportunities are creating a video (multimedia), web site creation, blogs, wikis, shared bookmarking, WebQuests, and web-enabled multi-player simulation games. When creating a video "students are not only working together in cooperative groups to create the movies, but are actually participating in cooperative teaching" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I believe this could be Incorporated in my PE class. Many of my students are already developing their skill for making videos in our video production class. WebQuests allow students to "work together to learn about a particular subject or to tackle a particular project or problem" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I think WebQuests could be utilized in my PE class as a form of cooperative learning. Once my county opens up the use of blogs and wikis to us, i will make use of them to facilitate students learning.

The concept of students interacting with each other for a common purpose of learning is the idea behind cooperative learning. To sum it up "cooperative learning is not so much learning to cooperate as it is cooperating to learn" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Learning socially and utilizing technology is beneficial for students and should be used in our classroom for years to come.

Resources:

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: ASCD.