Saturday, August 13, 2011

My Final Reflection

The Internet was the result of visionary thinking by people in the early 1960s that saw great potential in allowing computers to share information on research and development. With the emergence of the Internet, our lives have been transformed in the classroom of the 21st century. We are no constrained by pencil and paper but our students in today’s classroom are digital natives that are inundated with technology. We pay our bills online, text message on another, visit our social networking sites, use Skype to see one another, and cannot live without our smart phones. We as educators need to use this technology for our advantage and students achievement. The Internet can be both an instructional tool and a learning tool for our students when they are engaged in cooperative groups and assignments (Marzano 2001).

Throughout this class, Bridging Learning Theory, Instruction, and Technology, I have deepened my understanding in how the Internet has transformed and can be implemented into my teaching. I learned that teachers are facilitators of learning not the main center of attention (Laureatte Education, 2009). When students take charge of their learning, they own the material and are engaged in the task at hand.

A strategy I enjoyed reading about from Using Technology with Classroom Instruction that Works is nonlinguistic representations. Graphic representations help increase student achievement. (Pitler, 2007). When students use graphic organizers, they are able to remember the information that is being taught. I have seen this work in the classroom. The technology that supports nonlinguistic representations is the Internet resources. Internet resources available for our classrooms include, voice threads, concept maps, and Interactive Smart boards connected to Internet access, blogging and wikis. Voice Threads are a great social networking tool extends the learning with interactive multimedia. The technology is accessible because viewers can comments about the construction of content. They can make meaning of what is being taught and work collaboratively with one another.

I have begun to reflect on my current teaching strategies and to try to find new ways to integrate technology. The first goal I have is to make a dramatic change for my students this year by piloting online journals through blogging for my district. I think that students will enjoy engaging in each other’s blogs that will enhance their learning. Students can learn from one another through the use of blogs.

A second goal I have for my students is to implement concept maps into my curriculum. It is a great visual for student’s to know what we are studying. We can post our essential question and refer and build upon our concept map as I am teaching a unit. Concept maps allow teachers to easily implement technology and students are excited to use and apply them into their studies.

By providing technology and social learning, authentic learning occurs and students are engaged in constructing meaning of the content. Teachers need to be willing to change if they want different results. They can use technology to enhance student learning and keep them engaged in their learning in order for them to become lifelong learners.

Laureate Education, Inc. (Producer). (2009). Program number 9: Social learning theories [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author. (2005). Thousand Oaks, CA: Corwin Press.

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.

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