Effective Bridging of Technology and Instruction - Reflection

During the first week of this course (EDUC 6711) I noted that my "personal learning theory" tends to follow the constructionist point of view that learning is something that is constructed. After eight weeks of examining how to effectively and appropriately integrate technology in instruction by looking at the brain's role in learning and differences in learning I still lean toward the constructionist over-all view.

As a result of this course I now fully understand the difference between instructional tools (tools used to impart or share information) and learning tools (what student actually does with technology). Armed with this, and more, information I will make a conscious effort to do more with learning tools in my classroom. One tool I plan to start having my students use in class is Inspiration to construct concept maps. Concept maps are a cognitive tool that will help them organize and make sense of material. The second tool I plan to start using with my students is PowerPoint to create and share advance organizers. Advance organizers are also cognitive tools that can be used "to form compelling introductory materials that will help students focus on the essential concepts and themes that will prepare them to learn" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 75).

Two long-term goal changes I would like to make to my instructional practice regarding technology integration are compacting curriculum for those students that demonstrate they do not need instruction by passing pretest with sufficient scores and using more project based learning in my instructional practice. In compacting curriculum I want to develop learning centers that consist of topic related task of varying complexity. These tasks will be broken into units or modules similar to what is currently used in technology instructional labs in Georgia schools. The technology involved will be word processing applications, spreadsheet software, organizing and brainstorming software, multimedia, data collection tools, web resources and communication software. To successfully implement project-based learning in my instructional practice I will develop 4 - 6 projects for students to choose from and design each to have approximately the same time duration (around 8 - 10 weeks). One class-day out of every two weeks will be dedicated to in-class project work and when students finish their daily class assignments and have a few extra minutes they can spend that time on their projects also. The technology involved in project-based learning will be similar to that used in the learning centers.

Concept maps and advance organizers will be immediate, productive additions that will assist student learning (making connections and strengthening them) according to Dr. Wolfe (Laureate Education, Inc., 2008). Learning centers and project-based learning can easily be used in lessons with multiple intelligences according to Dr. Orey (Orey, 2001). Each of these will contribute to teaching content and 21st Century skills that students need for success in a competitive world.

Resources

Laureate Education, Inc. (Producer). (2008). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

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

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