Blog: 6711 EDU Final Reflection

At the beginning of the course, my personal theory of learning revolved around the actual learning envrionments of students. The theory of learning begins with the students’ environment inside and outside of the classroom. Referring to a student’s home environment, there must a sufficient amount of discipline and structure because these elements are going to be evident in a normal school setting. The amount should be at a level where the student is motivated to reach certain goals of his or her young life, especially academic goals. If students are able to have a solid base at home, then they will be able to place most of their focus on being successful academically and that is where their teachers come in. The course has deepend my knowledge and understanding of learning theories by making me realize there is more than one. Educational specialists around the world have their own idea of what works within the frameworks of a classroom. Therefore, if a teacher is to able to recognize the potential of each idea, he or she can develop a learning theory that lead to academic achievements for students of all types. In addition, the use of education technologies can enhance any learning theory a teacher may have. Implementing research-based technological tools in a classroom gives the classroom 21st-century status. The status is necessary because it prepares students for the types of work environments they will be in once their academic careers are over and they enter the workplace. Teachers of 21st century classrooms will be exposing their students to new and innovative tools and how to conduct themselves when they are communicating via the tools making learning more feasible. Educational specialist Dr. Michael Orey of the University of Georgia mentions in a video short, the learning theory involves the students’ mind and how it is functioning during the learning process. His thoughts on instructional theory explain strategies for changing the learning environment to make learning easier for students (Laureate Education, Inc., 2011). So, when technology is included in the learning process, the factors of his learning theory become more clear and satisfied.


As a result of the course, I plan to make some adjustments to my instructional practice regarding technology integration, thus adding to my repertoire of instructional skills. I have an interactive white board in my classroom, so my goal is to use it in more depth. The interactive white board was manufactured by SMART® Technologies and along with the software comes access to the company's website. Dr. Orey conducts his educational practices in Georgia, and he provides and explanation of the difference between a learning tool and an instructional tool. He mentions how an interactive white board can be used as an instructional tool to introduce content in a more feasible and engaging way. For example, the interactive white board can be used to present lessons that can contain detailed information and vivid images that have the ability to enable student learning (Laureate Education, Inc., 2011). The website provides teachers with interactive lessons and activities that can be presented to a variety of learners, therefore making learning more engaging and fun. Also, our school has a SMART® specialist who provides teachers with workshops on how to use the interactive white board more effectively, so meeting with her will be a great interest of mine. Secondly, I would like to incorporate a classroom blog and/or website. The blog/website will provide students a more hands-on approach on how the class is being conducted, therefore allowing them to feel they have a hand in how the class is run, giving them some self-worth. Also, the technological can provide an avenue towards our classroom becoming "green", ridding it of unnecessary paperwork and eventually making it a paperless classroom environment.


The course has allowed me to develop long-term goals that will change my instructional practices regarding technology integration. My goals are to use the technological resources available to me to their fullest potential and have a paperless classroom environment. The technological resources will allow me to satisfy the factors of the different learning strategies learned throughout the chapter such as, the Nonlinguistic Representation strategy. The strategy involves using detailed images designed to help students comprehend content better. The strategy also has a connection with the cognitive learning theory and Paivio’s Dual Coding Hypothesis, discussed by Dr. Orey in a short video. The hypothesis simply states information can be processed at a higher level by incorporating images and pictures (Laureate Education, Inc., 2011). Secondly, once all of the instructional strategies and instructional tools are in place, I would like to promote a classroom environment that is paperless. I will have to send an inquiry to our technology department to find out how laptop computers are functional and available to classroom teachers. Our school system is very fortunate to have access to such resources, so I do not believe the request will be difficult to grant. Once the laptops are in place, I will be able to implement a classroom website which I will use to post the syllabus, calendar highlighting important dates, information about the course and the teacher, and a classroom wall. During the duration of the course, the following will take place:

• Lectures, on the anticipated content to be learned, presented via an interactive white board
• Assessments can be given where answers can be submitted via a provided hand-held device instead of pencil and paper
• Assignments can be given to students that will require them to submit them via email or classroom website
• Students will have access to their own grade and will be able make inquiries about graded assignments.
• Students will have the opportunity to use the interactive white board for presentation-style projects.

Once all of the factors are in place, I be in a position make our classroom paperless. I consider myself to be apart of the "green" movement, so I want to encourage my students to partake in the movement as well. I hope the transition can be so seamless that my students will not even realize they are participating in the movement. My hopes are for them to be fully engaged in the content they are learning, so they can better comprehend the information being taught, therefore increasing their chances for being academically successful in my class.


References:
Laureate Education, Inc. (Producer). (2011). Instructional Theory vs. Learning Theory [Video webcast]. Bridging Learning Theory, Instruction, and Technology. Retrieved from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6072034&Survey=1&47=8610090&ClientNodeID=984650&coursenav=1&bhcp=1


Laureate Education, Inc. (Producer). (2011). Cognitive Learning Theories [Video webcast]. Bridging Learning Theory, Instruction, and Technology. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6072034&Survey=1&47=8554320&ClientNodeID=984650&coursenav=1&bhcp=1


Laureate Education, Inc. (Producer). (2011). Program thirteen: Technology: Instructional tool vs. learning tool [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Voice Thread: Week 5 Application and Blog Post

Confronting the uses, benefits, and challenges of technological resources in the classroom to the students.

URL:

• http://voicethread.com/?#u2291036.b2499162.i13232910

The instructional strategies described in the resources I explored this week correlate with the principles of social learning theories. Dr. Michael Orey mentions in his video short that students need to have a "more knowledgeable other" within a classroom setting (Laureate Education, Inc., 2011). One can make the error of thinking the "other" can simply an individual that knows more than the students, like a teacher's aid or paraprofessional. However, if a teacher incorporates a technology component that can play the role as the "other", the goal of student comprehension may be reached easier. Orey says the "other" can potentially be a laptop computer or even a video presentation (Laureate Education, Inc., 2011). Also, teachers can also satisfy the components of the social learning theory by allowing students to work with their fellow peers on any given task. For example, a teacher can assign a group assignment where students have to get in groups and produce a PowerPoint presentation using the scientific method. Students will have to use their social skills to collaborate and develop a presentation that satisfies the components of the assignment. Also, during the process, students who may be lacking in certain areas of the scientific method, main be able to gain a better understanding just by working with their peers on the PowerPoint presentation. Additionally, students who may lack the ability to work well with others, will have the opportunity to improve on the skill via the process. The social learning theory can arguably be used to described learning ever since the classroom environment was invented. As time has gone on, teachers have realized ways to allow students to collaborate with each other to complete tasks and now in the 21st century a technology component can be added to the process, taking social learning to a higher level. 

Resources:

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Constructivism in Practice

As a science teacher, being able to generate and test hypotheses is not only a task for students given by teachers, but also a task for the teacher. For example, as a science teacher, my hypothesis can be the following:

If I allow my students to use a technological resource to present the differences and similarities of the processes of photosynthesis and cellular respiration, then they will have a better understanding of how both process benefit each other.

The technological resource used by students to present the information creates a direct correlation with the constructionism/constructivism theories and the mechanisms for learningn discussed by Dr. Michael Orey in his video short. Dr. Orey the theories are connected as a result of the mechanisms for learning, which are equilibration, assimilation, and accommodation. He elaborates by saying equilibration is one being able to balance the difference between what they believe and what is real and assimilation is the ability to make a connection with what one believes and what is real. Once equilibration and assimilation are reached, accommodations can be made in order to establish a new way of thinking about information based on personal believes and personal experiences (Laureate Education, Inc., 2011).

When referring to the assignment I will give my students, they may have experiences that only involve photosynthesis. Also, a few key terms come to my students’ minds, as a result of past learning experiences, when they hear photosynthesis, such as the sun and oxygen. My job, as the teacher, is to create a learning experience that not only creates a concrete understanding of photosynthesis, but also how it is connected to cellular respiration. Dr. Orey also mentions in the video that PowerPoint can be an effective project-based tool that students can use in order to present information for an assignment (Laureate Education, Inc., 2011). I also discover another technological resource that can be accessed via the Internet on a website called prezi.com. Prezi.com provides students a hyper-interactive way to give presentations as classroom assignments on any given subject. The website is very interactive and user-friendly, and quite frankly places PowerPoint on a remedial level when making a comparisons between the two. The website is also creates the opportunity for students to construct a concrete project that can be shared with others, therefore providing a better personal understanding of any given topic, such as photosynthesis and cellular respiration.

Resources:

Laureate Education, Inc. (Producer). (2010). Constructionist and Constructivist Learning Theories [Video webcast]. Bridging Learning Theory, Instruction, and Technology. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6072034&Survey=1&47=8554320&ClientNodeID=984650&coursenav=1&bhcp=1

Technology and Cognitive Tools (Part 2)

Instructional strategies such as cues, questions, and graphic organizers can be used for note taking and summarizing. The same strategies can be enhanced if they are delivered with a technology component. Once the technology component is used to deliver the strategies, a correlation with cognitive learning theories is established. Dr. Michael Orey in his video titled, “Cognitive Learning Theories” (Laureate Education, Inc., 2011) touches on the cognitive learning ability being a three-stage model. The first stage consists of a sensory input of information, which could be an introduction to the subject or content being taught that day. The introduction can come in the form of an essential question or a bell-ringer assignment, which is an assignment students are required to finish five minutes after the bell has rung to start class. Stages two and three effect students’ short-term and long-term memories. Students can store information into their short-term memories simply by paying attention during lecture and the goal of comprehension can be reached during stage three by students being able to process information being taught to them, therefore being able to store it in their long-term memory (Laureate Education, Inc., 2011). Even though the task seems easy, my task as a teacher is to present lecture in a form that promises student engagement, which can result in students being able to process and comprehend what’s being taught. The use of technology can help teachers lead their students towards the goal of cognitive understanding for any topic being taught. I am fortunate to have access to SMART® technologies in the classroom, which provides an array of technological resources that can engage students during lecture and increase the chances of information being able to processed and comprehended. Along with students being exposed to the resources on a regular basis within the classroom, I also will make it possible for students to access the resources outside of the classroom with the use of a classroom website, classroom blog, email.

Resources:

Laureate Education, Inc. (Producer). (2010). Cognitive Learning Theories [Video webcast]. Bridging Learning Theory, Instruction, and Technology. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6072034&Survey=1&47=8554320&ClientNodeID=984650&coursenav=1&bhcp=1

Technology and Cognitive Tools

After researching the resources provided for the Technology and Cognitive Tools discussion, I was able to recall lessons given to my students that did not reach my goals of student learning, understanding and application of new knowledge. For example, in Physical Science we have to cover two types of bonding, ionic and covalent. Ionic bonding consists of two elements gaining or losing electrons between a metal and a non-metal. Covalent bonding consists of two non-metals sharing electrons. To begin the lesson, each student receive a copy of the Periodic Table of Elements and each student was assigned the task of coloring the table, using a different color for the metals, non-metals, metalloids, and noble gases. Once the table is colored, students are to make a key or legend showing which element each color represents. The task is designed to provide students a better location of each type element located on the periodic table. Once students knew where the metals and non-metals where located on the table, they will be able to make up their own ionic and covalent bonds. Afterwards, students will realize the bonds they made up are real-life bonds. For example, sodium (Na/metal) combined with chlorine (Cl/non-metal) makes an ionic bond called sodium chloride, or what everyone else calls, table salt. Students were able to learn and understand the lesson, but they were not able to apply their knowledge to the follow-up assignment.

I made the mistake of believing the concept was easy enough for my students to learn. If I were to incorporate a technology-based cognitive tool, it will be via the SMART® board. The SMART® board is an interactive white board designed to enhance any lesson a teacher gives during class, not matter the subject. I will search for a lesson that increases students’ chances of comprehending the lesson and applying the knowledge learned to follow-up assignments. Also, the assignment will cover the topics discussed by Dr. Michael Orey’s video titled, “Cognitive Learning Theories” (Laureate Education, Inc., 2011). Orey states during learning, students’ short-term and long-term memories are affected. He says the short-term memory can handle around seven pieces of information at one time and the long-term memory consists of networks of information connected to one main idea or concept. Also mentioned in the video is the Paivio’s Dual Coding Hypothesis, which simply states information can be processed at a higher level by incorporating images and pictures (Laureate Education, Inc., 2011). The lesson I choose will present via our interactive white board will consist of comprehensive images connected to literal information, interactive activities that are designed to involve students during the lesson, thus creating a network of information students will able to recall from and apply to future assignments. Also, I will try not to assume my students think something is easy just because I think it is easy. My goal is to incorporate technology-based lessons in my classes as much as possible and use my interactive white board to its fullest potential.

Resources:

Laureate Education, Inc. (Producer). (2010). Cognitive Learning Theories [Video webcast]. Bridging Learning Theory, Instruction, and Technology. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6072034&Survey=1&47=8554320&ClientNodeID=984650&coursenav=1&bhcp=1

EDU 6711 Week 2: Behaviorist Learning Theories (Behaviorism in Practice)

The role of the behaviorist learning theory in my classroom is somewhat evident in my classroom. Also, some of the points mention in Dr. Michael Orey’s video short titled, “Behaviorist Learning Theory” and the online article titled, “The Behaviourist Orientation to Learning” enhances the aspects of the theory that can lead to efficient implementation and application of technology in the classroom.

When Dr. Orey mentioned some teachers relate some failures in the classroom to behavior, I had to plead guilty (Laureate Education, Inc., 2011). Most of the time, I am able to discover other reasons, such as learning environment and resources, why a student is unsuccessful in my class. However, in some instances, I found myself blaming a student’s shortcomings in the classroom on how he or she behaves. Prior to the implementation and practice of innovative and technological resources, drilling, practicing, remediation, and traditional tutorial programs were considered to be effective tools for learning. However, due to the ever-evolving society, the value of traditional practices used to enhance student learning has decreased and the ability to hold students’ attention spans has become more arduous. Therefore, incorporating new technology into the classroom may increase the chances of student engagement. Technologies such as an interactive white board and access to laptop computers will allow students to become more active in their learning within the classroom. Traditional practices can still be used, solely for the purpose of increasing the learning levels of low-performing students. Once low-performing students have been given the opportunity to work in a classroom where innovative learning tools are used and progress is not seen, retorting them back to traditional learning practices may be in the students’ best interest. 

Instructional situations when behaviorist technology applications are appropriate when a teacher has a classroom of students in which behavior issues evident therefore, making the classroom a place for the behaviorist learning theory. The online article mentions, “the environment shapes one’s behaviour; what one learns is determined by the elements in the environment, not by the individual learner” (Smith, K 1999). Students need to be functioning in a classroom that contains resources relative to the 21^st century that creates an environment of active learning. Also, the resources provide stimuli that create specific learning and behavioral responses that will create a ‘learning by doing’ classroom setting. The behaviorist learning theory also needs to be incorporated in the classroom because it can be connected with instructional technology. Dr. Orey points out that behavior “revolves around operant conditioning”. His comprehensible categories of operant conditioning, reinforcing positive behaviors and punishing negative behaviors, can be valuable tools for a teacher having students with behavioral issues detrimental to their learning (Laureate Education, Inc., 2011). For example, two teachers have given their students the task of completing a research paper and students are given the opportunity to work on the paper in class. One teacher goes to the library, before assigning the task, and checks out a number of books that relate to subject of the assigned research paper. The teacher expects the students to read through the books and find the necessary information needed to complete the assignment. In my opinion, the potential for unwanted negative behaviors, which will result in punishing consequences, are high because the 21^st century student is not used to using books to complete an assignment such as a research project. The other teacher has access to a set of classroom laptops and gives the students a list of five websites they can visit that will provide information needed to complete the task. Also, the teacher requires each student to email the research paper to the teacher by specific date and time. The teacher providing each student a laptop will create chances of reinforcing positive behaviors because students will be engaged and motivated to complete the assignment simply because they know the laptop is the best possible tool available and they have access to it.

The behaviorist learning theory has a place in the classroom because in can determine whether or not gains met amongst students. If behaviors are evident within the classroom that hinder student learning, then the implementation and application of instructional technology can be used, creating a 21^st century-style learning environment.

References:

·         Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm%20%20

·         Video: “Behaviorist Learning Theory”: Dr. Michael Orey
In this program, Dr. Michael Orey discusses the history of behaviorist learning theory and describes applications of the theory in classroom practice and technology integration.