Bridging Learning Theory, Instruction, and Technology Reflection: Final Blog Posting

At the beginning of this course one classroom trait I discussed in my Personal Theory of Learning just how important it is to provide students with choices in order to keep them motivated and engaged in learning. Since then I have learned that the 21^st century learners of today also require more student controlled instruction whether it be having students work together collaboratively, having them take advantage of technology as learning tools, or a combination of the two. The learning theories we were exposed to all contained situations where students maintained control of group activities or the technology tools supplied to them during the particular activities. Also when learning more about the several learning theories in this course I was able to perceive that while it is still very important students to have choices they also need more student-centered and collaborative instruction integrating technology while using a multi-sensory approach for the brain absorb new information (Wolfe, 2009). This is crucial because we all learn differently where connections are unique between each individual (Lever-Duffy & McDonald, 2008). Thus, when students are the center of our instruction and when they have more control of learning tools instruction becomes more meaningful and engaging. Additionally, they are able connect with, use critical thinking skills, construct artifacts, and demonstrate a deeper meaning of material. Technology tools, when used properly, better prepare our students for their future to work collaboratively with others in our rapidly growing global networking society (Seimens, 2009).

Upon reflection of my Personal theory of learning I recognized one modification I need to address would be to switch my focus on implementing the use of technology more as a learning tool for my students rather than an instructional tool to assist in the learning process. Dr. Orey had mentioned that a main goal found in all learning theories is to design environments in our classroom where our students become active learners (Orey, 2009). He was also able to demonstrate examples of how to implement technology as a learning tool rather than an instructional tool. When learning about the differences between these two types of instructional approaches I found when integrating the technology I was using it in a more teacher-centered instructional tool where I had control, which is not beneficial to my students academic achievement (Orey, 2009). However, the more desired learning tool method would be to create an environment where students become active participants throughout the entire lesson because they hold control of the learning experience.

Personally, the quote “Tell me and I will forget. Show me, and I may remember. Involve me, and I will understand” by Confucius proved to be a very insightful and powerful idea for me on just how students learn (Orey, 2001). I believe students involvement through hands-on activities using multiple intelligences is crucial for students to illustrate a deeper understanding of content. This year I plan to adjust my instructional practice by implementing more hands-on activities and using technology more as a learning tool. I can achieve this goal by developing lesson plans integrating technology by using concept mapping, graphic organizers, spreadsheets, and multi-media programs such as PowerPoint and Voice Threads. These tools will enable my students to learn using a variety of sensory approaches while being able to experiment with various tools and information to process the material in question. By implementing instruction in this way students are able to make deeper connections with material through Non Linguistic Representations by incorporating text with visual aids (Pickering & Marzano, 2009). In fact, when students are assigned projects allowing them to develop and design during instruction they tend to increase their performance to a higher level (Orey, 2001). Additionally, students that are provided the opportunity to use both linguistic and non linguistic representations during instruction are found to retain information better (Pitler, Hubbell, Kuhn, & Malenoski).

Overall, with the assistance of this course I was able to view how technology plays a huge role in influencing effective instruction with all of the learning theories. Additionally, the various technology tools I was introduce to and able to experiment with proved to be valuable assets that will transform classroom to a more positive student-centered environment designed to accommodate the 21^st century learner.

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

Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology. “Instructional Theory vs. Learning Theory”. (Laureate, CD-ROM, 2009 release).

Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology. “Technology: Instructional Tool vs. Learning Tool”. (Laureate, CD-ROM, 2009 release).

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Multiple Intellegences and Learning Styles. Retrieved from http://projects.coe.coe.uga.edu/epltt/index.php?title=Main_Page.

Pickering, D., & Marzano, R. (2009, March). Bridging Learning Theory, Instruction, and

Technology “Instructional Strategies Part I”. (Laureate, CD-ROM, 2009 release).

Pickering, D., & Marzano, R. (2009, March). Bridging Learning Theory, Instruction, and Technology. “Instructional Strategies Part II”. (Laureate, CD-ROM, 2009 release).

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

Wolfe, P. (2009, March). Bridging Learning Theory, Instruction, and Technology.

“Brain Research and Learning”. (Laureate, CD-ROM, 2009 release).