Final Reflection

In reviewing my Personal Theory of Learning from eight weeks ago, I notice many principles that I still hold true. Nevertheless, I hold new beliefs that will enhance my theory of learning. I still believe that learning is an active process where students must relate new concepts to prior learning experiences. However, throughout this course, I have learned many strategies that emphasize learning as a social process. Social learning theorists promote the notion that learning is a social process, and that we learn through our interactions with others and the feedback we receive (Orey, 2001). I have modified my personal theory of learning only slightly, however, I believe it is enhanced with the addition of tenets from social learning theory.

In order to enhance my current instructional practices, I intend to change my mind set regarding the use of technology. It is not enough to integrate any web tool into my instruction anymore; I must consider which tools will engage my students as active learners (Laureate Education, 2009). Elaborating on this notion, Wang (2008) noted, “Teachers need to plan thoughtfully” when integrating these tools into instruction (p. 411).

Throughout this course, I have researched a variety of technology tool, and I feel I can purposefully select who that will enhance my students’ learning experiences. Concept mapping software truly embraces my personal theory of learning, that students must relate new knowledge to their prior understandings. Concept maps are visual representations that link new ideas to old concepts students have previously learned (Novak & Cañas, 2008). Secondly, I plan to incorporate the use of blogs in my classroom. In addition to creating their own blogs, students can follow the blogs of others and respond to them. This collaborative tool has many potential benefits, including facilitating class discussions (Echlin, 2007). Using blogs, I fulfill my newfound belief that learning is a social process and our interactions with others assist this process.

As I grow as an educator, I must fully embrace the potential impact of technology in my instruction. One goal I have to help me achieve this is to stay abreast of technological advances. I can do this by subscribing to technology blogs and conducting internet research. This way, I will be able to evaluate the newest tools in relation to their potential use in my classroom. Secondly, I plan to use my students as a resource in incorporating technology in my instruction. Involving my students not only shows that I value their opinion, but it will allow me to include tools they are comfortable using.

Technology will remain a reality in the realm of education for as long as I remain a teacher. As long as I continue to support its use in my classroom, I feel that I cannot go wrong. This course has taught me that I must utilize educational technology to its full potential, and that includes conducting research on the range of tools available and evaluating their potential benefits on my instructional practice.

Echlin, H. (2007). Take your class to the internet: how to set up a blog in your classroom. Retrieved from http://www.edutopia.org/digital-discussion-take-your-class-to-internet

Laureate Education, Inc. (Executive Producer). (2009). Instructional tool vs. learning tool. Baltimore: Author.

Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Wang, Q. (2008, November). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education & Teaching International, 45(4), 411–419.

Cooperative Learning

Cooperative learning involves students working together towards common goals. According to (Orey, Cooperative learning, 2001), this process “involves a series of steps, requiring students to create, analyze and apply concepts.” This instructional strategy promotes student dialogue to foster the generation of ideas through discussion and debate (Orey, Cooperative learning, 2001). Cooperative learning supports the basic assumptions of social learning theory.

Social Learning theories assert that learning occurs by way of our interactions with others (Orey, Social constructivism, 2001). Theorists who maintain this notion of learning also claim that learning is a social process, stressing “the need for collaboration among learners,” (Orey, Social constructivism, 2001). These core beliefs mesh well with cooperative learning strategies. Another principle of social learning theory is that people learn through observing others. By its very nature, students involved in cooperative learning observe the behavior of their peers, learning through watching their behaviors.

One specific strategy that promotes cooperative learning is a jigsaw activity. Students engaged in a jigsaw are responsible for collecting information on a specific topic, and reporting it back to their group (Orey, Cooperative learning, 2001). To incorporate educational technology into this strategy, students could utilize Google Docs and Google Notebook. These online tools enable students to work together in a virtual environment, allowing them to share information in real time, even when they are in different locations (Hargis & Wilcox, 2008). I put my own spin on the traditional jigsaw activity to further promote the principles cooperative learning. After each member shares his or her research with the rest of the group, they will need to synthesize the information further, to solve a problem as a group. This way, the structured problem-solving aspect of cooperative learning is met.

Hargis, J., & Wilcox, S. (2008, October). Ubiquitous, free, and efficient online collaboration tools for teaching and learning. Turkish Online Journal of Distance Education (TOJDE), 9(4), 9–17.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Cooperative learning. Retrieved from http://projects.coe.uga.edu/epltt/

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Social constructivism. Retrieved from http://projects.coe.uga.edu/epltt/