Reflection on my Personal Theory of Learning (WEEK 8)

My personal learning theory from week one was focusing on the correct outcomes, however the path chosen to reach those goals needs to be adjusted. My consideration has always been the student’s needs and how to make the lessons interesting to keep their attention. A modification to my learning theory will be to take a closer look at which methods work best with my students and not which way I learn best. I often begin my engineering / technology classes with a brief lecture requiring students to take notes in Microsoft Word. Each student is seated at a computer so this arrangement works well. I am not so sure if this is the best way to begin a lesson. An adjustment may be to reduce the note taking session to a shorter period of time. Lever-Duffy, and McDonald (2008) have noted that “a teacher must have an awareness of his or her own teaching style to be able to adjust it to meet the needs of the learners” (p.26). I realize that this type of lesson is reflective of how I best learn and must also be aware of my students’ needs.

Due to the nature of the courses I teach and the technology available to me I am comfortable with using Powerpoint, Excel spreadsheets, and drawing programs such as Corel Draw. Two new tools I would like to make use of are both web based. They are the virtual field trips and voice threads. I believe they will enhance my students learning by creating new and interesting avenues for them to learn and express themselves. I view both tools as a database of knowledge which all teachers can access.
My long term plans are to work with teachers outside my technology content area to:

1) Educate my peers on some of the options they have to create lessons using the technology tools I have learned during this course.

2) Then collaborate with others to create lessons for my technology classes which integrate subject matter from other areas, such as math and science.

I have always believed it to be my responsibility to encourage and teach my peers how to make use of technology effectively in their classrooms. I often have other teachers use my classroom to do online research and project power point presentations for the entire class to view. My long term plan will be another enhancement to this which will certainly benefit teachers as well as students.

References:

Laureate Education, Inc. (Executive Producer). (2009). “Brain Research and Learning” [Educational video]. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson.

MY VOICE THREAD

Hello Everyone,
Just click on the above title "MY VOICE THREAD" and you will be taken to my voice thread.
I hope you enjoy! Thanks for viewing.
John M

WEEK 5 Connectivism & Social Learning in Practice

There is a wealth of information in the resources, most of which will take more then a week to fully explore. It all relates to the social learning theory which revolves around the idea that people learn primarily through interactions with others and their surroundings. Dr Orey speaks of the Zone of Proximal Development. I believe this is an important concept to consider when planning any activities revolving around the social learning theory. This “zone” is based on determining what a student is able to learn at this time and not teaching beyond that zone. We all have a Zone of Proximal Development and are familiar with what happens if we are required to work too far out side this zone; we become overwhelmed and usually lost.

I believe cooperative learning is a powerful tool if used properly. The reason I mention “if used properly” is I have seen classrooms where it is applied incorrectly and the result is a very chaotic classroom environment. Cooperative learning and technology are terrific partners and enhance the social learning process. The focus of cooperative learning is on getting students to interact with each other, compare their ideas and ultimately learn from their peers. The use of a multimedia tool such as Powerpoint is a great way to integrate technology into cooperative learning. A single presentation of this type will require groups to take on many tasks such as: researching, word processing, organizing ideas, and collaboration with their group to combine all the pieces into a final project.

There are several types of communication software which allow us to learn cooperatively. Pitler, Hubbell, Kuhn, & Malenoski, (2007) have noted that: “now more then ever technology allows students to collaborate on projects without the constraints of time or geography” (p.153). There are collaboration and networking tools such as Webquest and Facebook available which allows us to interact with others in different parts of the world. Our work here at Walden University would not be possible if it were not for the several collaboration, productivity, and social networking tools available to us each day.

My concern with technology is that we can sometimes become paralyzed when it is not available to us. I teach Engineering / Technology classes and see what happens when internet access is down. I understand we are never going back to the days of listening to your favorite radio show by candle light, and I don’t want to. I would just like to teach children to use a dictionary when spell check is not available, and not to panic when the battery on their Ipod dies.
References:
Laureate Education, Inc. (Executive Producer). (2009). Social Learning Theories [Educational video]. Baltimore: Author.

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