Reflection on Walden Course 6711

I have learned much from this course that will affect my ability to effectively and appropriately integrate learning theories and technology in my classroom.  The practical, hands-on approaches will guide both me and my students into the future prepared with the necessary knowledge and skills.

Upon revisiting my personal theory of learning created at the start of this course, I find that my knowledge of specific learning theories has deepen significantly to the point that I am aware and deliberate in the application of them when I create and modify lessons.  Although originally applied automatically and without conscious thought, I now plan and execute with learning theory specifics in mind.  Utilizing different theories or a combination of them with certain types of lessons and activities affords me the ability to vary learning styles and methods that encompass the broad spectrum of student abilities and needs (Laureate Education, Inc., ND).

Educational technologies that I had never been exposed to such as Voicethread have come to fore through this course.  It, along with the plethora of other new technologies, programs, and websites provide options for educators to focus on facilitating students’ construction of knowledge using these collaborative tools (Laureate Education, Inc., ND).  The extension and elaboration of knowledge through the use of instructional tools transformed from teacher-centered instruments into learning tools that are accessible to students assists in the creation of knowledge by inquiry and synthesis via tools such as interactive whiteboards, Webquests, wikis, and Power points (Pitler, Hubbell, Kuhn, & Malenoski, 2007). 

Immediate adjustments I will make to instructional practice regarding technology integration as a result of this course will include the use of a wiki for my upcoming foray into the AP world of Art History.  I will also focus more on facilitating student use of tools that I as the educator generally use as instructional tools, thus converting them into learning tools.  This will support and enhance student learning by allowing the student to actively engage in their own learning process (Laureate Education, Inc., ND).  My repertoire of instructional skills has expanded to include many that were presented in this course.  Using more collaborative tools online such as wikis and Voicethread will enhance my students’ ability to gain the knowledge and skills necessary to be successful in the 21^st century (Davis, Edmunds, & Kelly-Bateman, 2007).   

Long term goals that I intend to make to my instructional practice regarding technology integration are to reach out to the learning community more with the incorporation of businesses, community leaders, and parents via technology centered project and problem based learning, along with assisting my district in the refinement of privacy procedures regarding student access to collaborative online programs and sites.  My strategies for accomplishing these goals include becoming a more active participant and voice for the promotion and integration of more collaborative online learning by joining the appropriate Professional Learning Community and Focus On Learning groups in my school, district, and community.

This course has provided me an opportunity to examine and refine my previous instructional and learning approaches as well as discovering some brand new ones.  The use of these various learning theories and educational technologies in addition to brain-based research will provide educators and students with the instructional and learning tools to be successful in our fast-paced collaborative world.   

References

Davis, C., Edmunds, E., & Kelly-Bateman, V., (2007). Connectivism. In M. Orey (Ed.),

      Emerging perspectives on learning, teaching, and technology. Retrieved from
       http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Executive Producer). (ND). Connectivism as a Learning Theory.

      Bridging learning theory, instruction, and technology. Baltimore: Author

Laureate Education, Inc. (Executive Producer). (ND). Social Learning Theories. Bridging
      learning theory, instruction, and technology. Baltimore: Author

Laureate Education, Inc. (Executive Producer). (ND). Technology: Instructional Tool vs.

      Learning Tool. Bridging learning theory, instruction, and technology. Baltimore: Author   

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

      instruction that works. Alexandria, VA: ASCD.