Final Reflection of course EDUC 6711

Reading over my “Personal Theory of Learning” paper from week 1 has caused for some deep reflection on my part.  I still stand firm in my personal theory of learning and believe that every student is capable of learning.  Each student brings their own unique personality, culture, values and experiences into the classroom.  I want to aid every student in any way possible, and in as many ways as possible.  Therefore, it is my job as an educator to get to know my students personally and learn their preferred learning style.      

Over the past couple of years I have been very diligent in my efforts to seamlessly incorporate technology into my classroom.  I believe that technology needs to be a part of our everyday learning.  It is the way of life in the 21^st century and I want my students to be capable and ready for the future.  While I have always known the importance of technology use in the classroom, this particular course has opened my eyes to the differences between using technology as an instructional tool versus using technology as a learning tool.  While I do see the need for lecture style technology use every now and then, (i.e.: a simple PowerPoint presentation created by the teacher) the technology should be placed in the hands of the students. 

I already have a couple of ideas for using technology as a learning tool for next school year that places the students in the driver’s seat.  I am really looking forward to implementing VoiceThreads with my kindergarteners next year as they publish their own books in writer’s workshop.  Of course my students will need assistance with the actual technology use but I want them to be in control of everything else.  It is very important that this be a learner centered activity.  I want the students to be actively engaged with the technology, not apart from it (Laureate Education, Inc., 2011).  Aside from all the learning that will take place during this project, I am also super excited about capturing their little voices – I know their parents will love it too.  Such a wonderful keepsake from Kindergarten! 

I also look forward to having my students take virtual field trips and create concept maps to organize their thoughts and ideas.  Our class recently got iPad minis, so concept mapping will be easy to do any time now.  No more waiting for the computer lab!  Concept maps are a form of cognitive learning that engages students and deepens their understanding (Laureate Education, Inc., 2011).  This simple cognitive tool is also a great visual that helps students organize the information learned (Orey, 2001).             

Over the course of the last few weeks, I have really enjoyed learning about the nine clusters of research-based instructional strategies.  Dr. Deborah Pickering and Robert Marzano suggest that teachers choose a couple of strategies to focus on at a time with students, as they believe that the instructional strategies are only effective if the students become proficient at using them (Laureate Education, Inc., 2011).  I have to admit that I was guilty of trying to do everything last year.  Therefore, my instructional skills will change for next year as I plan to focus on two: Identifying similarities and differences and the use of cues, questions and advance organizers.

I have two goals for the future with regards to changes in my instructional practice regarding technology integration.  Number one: There are many options for final unit projects that I don’t ever think about incorporating such as video presentations, podcasts and song writing.  All of these can be completed with the use of technology and cater to many different learning styles.  Number two:  I would like to become more effective at using images in my classroom.  The use of images is very powerful to the visual learner and will be easy to implement at the kindergarten level.  The use of images is supported by the cognitive learning theory and will help students remember key concepts (Laureate Education, Inc., 2011).  I plan on achieving this with my students as they create PowerPoint presentations. 

All in all, I want to be the best teacher I can be.  I want to go the extra mile to ensure that every student in my class is learning and reaching their full potential.  And I want to use technology with my students everyday in an active, engaging format!  I need to put the technology in their hands and let them run with it.       

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [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). (2011). Program eleven: Instructional strategies, Part one

            [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from            

http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.e            college.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011). 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

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
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