EDUC 6711: Reflection

Reflection: Personal Theory of Learning

Step 1: Reflection on Week 1

            Reflecting on the personal theory of learning I developed in Week 1, I am convinced more than ever that educators must have an understanding of the teaching/learning process and the influence of learning theories on student academic, social, and emotional development. To balance the advancements in technology and preparing students with 21st century skills, it is imperative that educator’s mindset of teaching in isolation changes to a learning environment that is dynamic, interactive, and global in perspective and deed.

The modifications I have made as a result of my learning in this course is forthright. I am continually changing and becoming holistic in my implementation of the different learning theories to ensure that I am meeting the diverse needs found within my classroom. As I mentioned in the assignment in Week 1, my views of learning were taken from the behaviorist perspective, with some influences from the constructivist standpoint.  Ultimately, though, my way of thinking when I began teaching four years ago was to be the sole deliverer of information. I saw the students as passive sponges that would soak up the knowledge I was trying to impart. I heavily relied on positive and negative reinforcement as a means to enhance learning.

This course has changed and deepened my knowledge and understanding of the learning theories and the use of educational technologies. First, and fore most, I have learned that I cannot abandon my original perspective on the ideology behind the behaviorist approach to learning. Using this approach along with technology programs, such as Study Island, can reinforce and strengthen academic skills students have been exposed to but haven’t mastered. This repetition will aid in the transfer of knowledge and skills to long-term memory.

            Instead of relying heavily on the behaviorist learning theory, I have taken on the viewpoint that learning is a combination of the theories. Therefore, it is my responsibility to implement the appropriate theory for each individual student and ensure the technology I use enhances the teaching/learning process. Each technological piece has to be strategically implemented, used within its own parameters, and monitored for appropriateness. Using this new found approach will ensure my teaching is not stagnant and limited to my classroom but dynamic building blocks on what students have gained and will gain in the years to come.

Step 2: Immediate Adjustments

One of the adjustments that I have made in my instructional practice regarding technology integration as a result of my learning in this course is encompassing. Instead of relying solely on power point presentations on the Smart board as the main modality of teaching, I have used other technology, such as a Virtual Fieldtrip, voice threads, blogs, wikis, and concept mapping via Webspiration to help me transfer into my new found role as a facilitator of learning. I have slowly integrated at least one of these technology pieces with every skill I have taught over the past few weeks. This process of slowing integrating technology into the classroom setting, I believe, has taken out the feeling of being overwhelmed, both for the students as well as myself. This approach has provided a smoother transition into implement a particular technology piece into the classroom setting.

The two technology tools I would like to use with my students would be to continue to use the Smart board but use it more in an interactive manner and use Prezi to enhance the power points I have already created. These tools will support learning by engaging the students in an active manner. This, along with the repertoire of instructional skills I have learned as a result of this course, will foster student’s learning. To be more specific on one of the instructional skills I learned during this course is the concept of using appropriate clip art when given a visual presentation. Instead of inserting clip art to have clip art, the course taught me to use visual pictures that have meaning to the skill to help students connect prior knowledge to the new knowledge.
Step 3: Two Long-Term Goals

My first long-term goal change I would like to make to my instruction practice regarding technology integration would be to use a variety of technology pieces for each skill I am covering in my curriculum. A strategy for achieving this goal would be to approach this task over the next few years. Instead of trying to create a plethora of technology pieces for each skill this year, I plan on focusing on one technology piece for each of the learning theories. If I continue to approach integrating technology in this manner, each year I will have at least one more technology piece for each of the learning theories than the previous year.

The second long-term goal change would be to have a repertoire of homework options for students. A strategy for achieving this goal would be to approach this feat with realistic expectations for myself. Instead of having one homework assignment for each night, I plan on having two options for homework on Mondays for the remainder of the 2010-2011 school year. Next year I will work on having two options for homework twice a week, and the following year, two options of homework three times a week.