Reflection

My personal learning theory is mostly student-centered and follows the model of the Constructivist. As Dr. Orey stated, Constructionism is “a theory of learning [where] people learn best when they build an external artifact or something they can share with others” (Laureate Education, Inc., 2009). Understanding that a teacher cannot reach every student with one method of teaching, I try to employ a variety of techniques and strategies to increase the chances of touching on all the learning styles of my students. Specifically, rather than be the “deliverer” of information, I try to act as a facilitator to allow the students to take the initiative to construct their own meaning.

One area I have made adjustments to in my instructional practices regarding technology integration is to create more opportunities for my students to work collaboratively using technology, such as creating PowerPoint presentations. I also shared with my students some information I learned from this course. Dr. Michael Orey stated in his video presentation that in order to impact more of our students, we "need to present things both visually and auditorily [because] integrating multiple senses in presentations improves learning." This means that we should include text AND meaningful images (not just cute clipart) in our presentations, because according to Paivio's Dual Coding Hypothesis, people can remember IMAGES much better than they can remember just text. Using the technology available today is a great way to incorporate the Constructionist Learning Theory, especially since our students today ‘live for’ their technology.

My long-term goals for integrating more technology into my classroom include using some of the tools that I was introduced to in this class, such as Voice Thread and Concept Maps. I am currently reviewing my Shakespeare unit for my freshmen, and will be working in the concept mapping tools. I plan to use Voice Thread with my students as well, having students recite important passages from Romeo and Juliet, and presenting their translation of the passage along with appropriate images. By using tools such the Internet, Word processing, PowerPoint presentations, Publishing tools, Excel spreadsheets, wikis, podcasts, etc., students can work collaboratively or independently to create a projects that are meaningful by “allow[ing] the learning process to take place in a more meaningful context” (Orey, 2001). I am thoroughly excited with the possibilities that all of this “new” technology creates for my classroom and I plan to use my summer break to test out the different tools more thoroughly and plan out their use for the coming year.


References

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

First VoiceThread - Overused Words in Student's Writing

This is my first experience using VoiceThread. I can see lots of applications in the classroom, but am unsure if my school system allows classroom access to this type of technology.

Cooperative Learning

"Cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn and Malenoski, 2007, p. 139). When placing students in groups, it is most beneficial to keep the groups small and consist of students with varying degrees of ability. As with any strategy, using the cooperative strategy should not be overused.

“Student-created multimedia is a natural environment for cooperative learning” (Pitler, Hubbell, Kuhn and Malenoski, 2007, p. 141). Using technology, such as creating a PowerPoint presentation, a video or a podcast, requires many tasks to be completed, and naturally lends itself to cooperative learning. I liken it to using Literature Circles in my English classroom, where students are given specific responsibilities within a group in order to complete tasks related to their readings. Literature circles are form of student-centered, cooperative learning. Each student in a Literature Circle is responsible for a specific task, and therefore can be evaluated both individually and as a cooperative group. By adding technology to the process, the ‘old’ Literature circles can now have a 21st century facelift by providing out digital natives with the tools they have become accustomed to using in their everyday life.


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