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/