Bridging Theories, Instruction, and Technology

I began this course focused on a learning theory based on student interests, intelligences, and technology with real-world applications.  Yet, I had not considered how I would use student interest, intelligences, and technology effectively.  This course allowed me the opportunity to refine my theory to include behaviorist, cognitive, constructivist, and social learning theories.  For example, I learned that I must know when and how to use practice, investigations, projects, and group learning with technology.  Now my new learning theory is that an effective lesson will incorporate one of the major learning theories as well as student interests, intelligences, and technology in real-world applications.

My teaching techniques will change.  Now that I realize that technology can be used in multiple ways, I can then plan better to create a lesson that incorporates technology accordingly.  For example, if I want my students to practice the skill, I will specifically seek out websites that meet the objective.  Two tools that I am excited to integrate into my classroom are Voicethread and Virtual Field Trips.  My students can only get better at reading, writing, and speaking by using this tool.  Just as important, virtual field trips will allow my students to go across the globe and across time, something they may never be able to do. 

While I have already begun to improve my teaching practices, I have two long-term goals to make my lessons that integrate technology even better.  I will plan to use technological tools on a daily basis.  This could be my chance to use the behaviorist, cognitive, constructivist, and social learning theories. To complete this goal, I will begin by integrating a Voicethread prompt or a virtual field trip once a week.  Eventually, I will be able to comfortably add more technology.   My next goal is to use the constructivist learning theory more often.  I am guilty of wanting my students to get a real-world connection, but I rarely give them projects.  To complete this goal, I will try to set up a project each month.  By doing these things, I feel I can bridge learning theories, instruction, and technology for an effective lesson.

Social Learning for the Future

Social learning involves learning from people through such activities as discussion, collaboration, and imitation.  Examples of social learning include Social Constructivism, Connectivism, and Cooperative Learning.  Social Constructivism involves the group creating the knowledge, Connectivism is based on the acquisition of knowledge through connections with people or activities, and Cooperative learning is “having students interact with each other in groups in ways that enhance learning (Pitler, Hubbell, Kuhn, Malenoski, 2007).” 

If you are interested in incorporating a form of social learning, Cooperative Learning is a great strategy to start with.  This strategy is great because it encourages students to learn with other students while maintaining individual accountability.  For example, Cooperative Learning could involve either homogeneous or heterogeneous grouping.  This is an example of social learning because students must rely on the collective knowledge and skills of the group to produce the product.  Another benefit of Cooperative Learning is students are also able to model themselves after the successful behavior of other students.  Therefore, Cooperative Learning is a great place to start to establish social learning in your classroom. 

While integrating technology, a great tool to use would be Google Docs.  Google Doc is a web-based means of collaborating on documents, presentations, spreadsheets, and more.   Students are allowed to edit, view, and expand on documents, prevailing beyond the perimeters of the classroom.  Social Learning theory encourages students to collaborate for learning to take place.  With this tool, teachers may allow students to choose the group within the teacher’s discretion, the activity within the group, and the grade that they are working for within the rubric. Ultimately, Google Docs projects can prove to be beneficial to all classrooms trying to integrate Social Learning.

References

Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Technology Tool: Voicethread

Greetings Bloggers,

I am really excited to learn about this new online tool called Voicethread.  I have seen it used by other teachers before, but I am really seeing the benefits of it in my class even more clearly.  Use the link below and see what I have done.  Most importantly, please leave me some comments because I can only get better with your help.  Thanks!

voicethread.com/share/1701378/