EDUC 6711 Reflection

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.