Personal Theory of Learning

Final Reflection

   
    Comparing my personal theory of learning from week one to week seven is basically the same, except for the involvement of technology and a deeper look into understanding of instructional and learning theory.  I can see where I need to make adjustments regarding my practice of integrating technology in my classes.  I need to meet the needs of my 21st century classroom.  One of my goals is to use technology as a learning tool and not so much as an instructional tool and offering my learning experience with my colleagues.  Another goal is to keep up with cooperative learning or social networks.  I have collected more information and ideas from cooperative learning or social networks, in the last seven weeks, than I have in the past year.  If I have gathered that much information for my course, I am wondering how much my students must be missing out by not using the social networks.
    The base of my learning theory is the same, I make things exciting, relate things to my student’s lives     and make connections to what they have already learned.  Now, I must integrate more technology into my lessons.  George Siemens says it best, learning is just a click away (2010).  I now use technology as an instructional tool, probably seventy-five percent of the time.  I know learned that I need to reverse the numbers and use technology as a learning tool more than as an instructional tool.  I still must model for my students by using technology as an instructional too, just not as much as I have been.
    This course has deepened my knowledge and understanding of learning and instructional theories a great deal.  As Dr. Michael Orey states, a learner needs to active in the leaning process (2010).  I now understand the difference between an instructional tool and a learning tool.  I hate to admit that I have been using technology as an instructional tool and not as a learning tool.  Now I know how important it is for my students to be using the technology themselves.
    I am going to have to adjust and realign my thinking for next years class.  I can see how much power that technology can have in a classroom.  I want to be able to reach out and motivate my students.  I need to be able to structure my lessons with technology to make meaningful learning experiences. Dr. Orey reminds us, that by getting the students to build something impacts how they understand and store the information (2010).
    I have two long term goals that I would like to make regarding technology integration in my classroom.  I am hoping to be able to give teachers an opportunity to become familiar with integrating technology into the classrooms, to work collaboratively in planning and conducting a communications, inquiry, decision-making and/or problem-solving project, integrating technology into one of the core subjects with students.  I would like to be able to integrate a core subject a year with the help of my colleagues.  Another of my goals is the implementation of more cooperative learning.   Cooperative learning groups are socially interactive learning centers.  By using cooperative learning groups, students can be grouped in many different combinations, depending on the lesson. It is necessary to teach students the importance of working together and combining ideas. To do this, teachers can incorporate group activities in the classroom that exemplify the power of collaboration.  I would use technology in group collaboration by preparing task comparable to a web quest, blog or wiki and using a type of communication software, such as Skype or VoiceThread. 
    My personal learning theory needs to meet the 21st century classroom.  I am enthusiastic to learn new technologies and methods so that I may pass this information along to my students. For my students to use higher order thinking and to be able to make choices,   I must be able to give my students more control over their learning.  Using technology as a learning tool, I can accomplish this feat.
   

Laureate Education, Inc. (Executive Producer). (2010) Program Number 3: Social Learning         Theories [Webcast]. Bridging Learning Theory, Instruction, and Technology.         Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010) Program Number 9: Social Learning         Theories [Webcast]. Bridging Learning Theory, Instruction, and Technology.         Baltimore, MD: Author.

Technology With Strategies

One of the strategies I would use is the nonlinguistic representation.  The reasoning on this is, studies have shown that Alaskan and American Indians comprehend more from nonlinguistic strategies (Butters, 1991).
The product of any language learning context is the result of a dynamic interplay of the experiences and the prior cognitive and affective characteristics (Gardner, 1999).  My class is 100% Alaskan Eskimo, and 80% are LEP,  Limited English Proficient.  I use many Discovery Education's streaming movies, You Tube, and Google Earth as much as possible in my lessons.  I also use summarizing and note taking strategies.  I like to introduce my lessons with brainstorming and use some type of chart, such as kwl, or venn diagrams where the students can take notes.  This will guide them through their task.

Reference
 Ronald R. Butters (1991). Dennis R. Preston, <i>Perceptual dialectology: Nonlinguists' views of areal linguistics</i> (Topics in Sociolinguistics, 7). Dordrecht, Holland, and Providence, RI: Foris, 1989. Pp. xviii + 142.. Language in Society, 20, pp 294-299 doi:10.1017/S0047404500016419

Gardner, Howard. (1999) "Intelligence Reframed: Multiple Intelligences for the 21st Century." New York: Basic Books.

Connectivism and Social Learning

Connectivism and social learning uses small group learning, which uses collaboration and cooperative learning.  I like to group my students on their abilities.  This way I can differentiate and assist accordingly.  This is a higher order thinking and uses a variety of activities to find the final outcome.  Using technology in a group project such as, VoiceThread, will allow students to communicate (Pitler, Hubbel, Kuhn, Malenoski, 2007).  My students will be able to make their own VoiceThread to show work to other students around the world.

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