During week one of this course, I stated
that my primary theory of learning was that students learn best when they are
given information multiple times using multiple avenues. I still believe this is true for the most
part. I also think that the more
effective methods of teaching them I have, the less amount of time I need to
spend repeating the information. For
example, in week one I believed that demonstrating a lesson on a graphing calculator
one time would not be enough for students to remember what I taught them. However, if I showed it to them a couple different
times and then did a similar problem on the board, they might remember. I am now learning that I was using technology
as an instructional tool. If I had used
the graphing calculators as a learning tool and allowed my students to explore,
they would probably recall the information better and save a lot of time. I have also learned that I am a believer in
the constructionist theory. I believe that
students deepen their knowledge when they take what they have learned and
construct something new with it (Laureate Education, Inc., 2011a). This requires students to use higher order
thinking skills and the information stays with them.
Throughout this course, I have
learned the difference between an instructional tool and a learning tool. I like to think that I effectively use
technology as a learning tool but I can think back to instances where I have
used technology as an instructional tool when it would have been more effective
to have the students actually explore the technology. I am going to make a conscious effort to
include my students more in the use of technology. Students are more engaged and remember more when
they are a part of the learning (Laureate Education, Inc., 2011b).
When I was
in high school, I remember doing mind maps in my English classes when reading a
novel. I never thought about having my
students create one in math class until taking this course. I would like to have my students create
concept maps using software such as Cacoo or SpiderScribe. I believe my students will benefit from the
organization and freedom that concept maps give students. Concept maps do not require students to think
linearly. It is easy to add information
to any idea without having to erase. I
would also like to incorporate at least one virtual field trip into every
course I teach. Virtual field trips
offer students a unique experience.
After researching virtual field trips that apply to high school math, I have
found that most of them take the mathematics and apply it to a real-world
situation. This is one of the most
important things for me. I have learned
that my students do not care about what is being taught unless they see the purpose
in it. Virtual field trips can help
establish that purpose. These are only
two of the learning tools I plan to use in my classroom. I have learned about a variety of different learning
tools and how to incorporate them into my classroom. The book Using
technology with classroom instruction that works has demonstrated numerous
strategies to incorporate this technology (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Down the
road, I see myself incorporating one culminating activity per lesson that
involves technology. I would like these activities to vary. Some examples of technology I would like to
use are concept mapping software, virtual field trips, VoiceThreads and
wikis. I plan to start small. I am going to incorporate one of these tools
into each course that I teach and add more each year. I would also like to do cross-curricular
activity with a science class. Math is
always being used in science and I think it is important for students to see
the relationships. My students could create a Wiki with the students in the
science class. The class periods do not
need to match since the students do not even need to work in person on
Wikis. Students may work on whenever
they choose and contribute their part.
This is going to take some planning with a science teacher in order to
get this activity going.
Laureate
Education, Inc. (Producer). (2011a). Program seven: Constructionist and constructivist
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
Laureate
Education, Inc. (Producer). (2011b). 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
Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using
technology with classroom instruction that works. Alexandria, VA: ASCD.
