Reflection of Course 6711

The course, Bridging Learning Theory, Instruction, and Technology has helped me to reflect on my personal theory of learning. Student experiences and intelligence limitation demand each student to have his or her own preferred cognitive and learning style (Lever-Duffy & McDonald, 2008, p. 19). It is my job to employ the instructional tools and methods that best meets each student’s learning needs. During the first week in this course, I developed my theory of how students learn and indicated that I have a predominantly constructivist theory of learning. My learning theory has not changed, but I have come to realize that I employ the behavior and cognitive learning theories as the need arises. All learning theories are important depending on learner needs.

An immediate adjustment that I will make to my instructional practice is that I will provide students more opportunity to practice homework outside of class. “Multiple exposures to material help students deepen their understanding of content and become proficient with skills” (2007, p. 188). Several of my students could practice keyboarding skills at home to increase speed and accuracy. I will provide them with a game site link, www.typershark.com, so that they can practice keying skills at home. Another immediate adjustment that I will make to my instructional practice is that I will have students do more summarizing and note-taking using Microsoft Word. I usually require students to take notes using the pencil and paper method, but students could benefit greatly from using Microsoft Word when note-taking and summarizing information. They could save their notes on a flash drive or send the notes to their email accounts that can be accessed anywhere, anytime. Games and utilizing the summarizing tool in Microsoft Word are two technologies that will support and enhance my students’ learning immediately.

The two long-term goal changes that I would like to make to my instructional practice regarding technology integration is the implementation of cognitive maps and VoiceThreads. Each of these tools will support my students’ cognitive, constructive and social constructive learning styles. Students will create their own meaning to make connections and will produce artifacts through collaboration. Many of my students use Inspiration for concept mapping in other classes, and I do not foresee problems with students using this technology in my class. If needed, students can become peer experts and help others to learn the software as needed. When I implement VoiceThreads, I will provide students with a walk-through demonstration of how to set up an account, upload documents, and leave voice and written comments. This technology is fairly easy to use, and I do not anticipate students having any problems using it. I am excited to try these new tools to make learning more meaningful for my students. Spending adequate time planning and preparing for the implementation of these tools will lead to success.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

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