Integrating Technology into the
Classroom: Reflection
In
the first week’s Learning Resources, we read about personal learning theories
of both behaviorist and constructivist ideas. It is important to understand how
the brain processes, stores, and recalls information, in conjunction with
providing positive and negative consequences and feedback. Teachers study the
different ways students learn and create memories, in order to revise their
teaching strategies based on these discoveries. Teachers are able to
differentiate instruction using various teaching strategies, including
technology, to facilitate and enhance student learning. Staying informed about
how students learn and express their learning differently in the classroom
alters the instructional and evaluation techniques used within each lesson. As
I reflect further on my personal learning theory, I have come to the conclusion
that understanding both cognitive, socialist, and behaviorist theories along
with integrating technology into lessons is essential in accomplishing success
in student learning. I plan to use a perfect balance of social, cognitive,
behavioral learning, in respect with adding technology in the mix to instruct,
introduce, reinforce, and assess students. The next revision I made to my
personal learning theory is that students can also utilize technology in their
learning process.
This
course has deepened my knowledge and understanding of learning theory and the
use of the educational technologies. As stated before, I have learned through
the resources and from my peers that educators who understand the way the brain
works, along with their students’ individual learning styles, are more
successful in integrating the use of 21st century skills in the
classroom, such as technology. Technology
can assist in this process by providing multiple ways to reach a variety of
learning styles by differentiating instruction using visuals, audios,
socialization (intrapersonal), and interpersonal tools. Educational technology is the theory and
practice of design, development, utilization, management, and evaluation of
processes and resources of the teaching and learning processes and the
technological resources used to implement the process (Lever-Duffy & McDonald, 2008). Technology is a valuable tool used to
teach and learn, effectively. Teachers
should integrate educational technology into their classrooms and allow
different learners to experience hands-on activities and nonlinguistic
strategies during the learning process (Laureate Education, Inc., 2010).
As
a result of my learning in this course, I will make some adjustments in my
instructional practices regarding technology integration. Now that I am
informed of and familiar with using technology tools such as online concept
maps, VoiceThreads, blogs, wikis, and WebQuest, I am anxious to integrate them
into my next year’s lessons more effectively for both instructional and
learning strategies. VoiceThreads could be used to introduce a concept, give a
summary of a concept/lesson learned, or display an end product. The component I
enjoy the most about this technology tool is that the students and I could leave
valuable feedback with the click of a button. Those who express themselves
better by speaking can do so by using the microphone. If one particular student
is shy or just communicates better through text, they could simply type a
response. Even more so, VoiceThread is easy to use and access. Concept maps is
another fun tool I was introduced to during this course. In my current lessons,
I include constructing concept webs and Venn diagrams to show relationships
between ideas. Online concept maps are definitely a modern technique to keep
students engaged and productive.
All
of these technologies mentioned collaboratively make up my long-term goals I
would like to make a part of my instructional practice. To be more specific, creating a more
balanced and thought out lesson is without a doubt my biggest and most
challenging long-term goals. I would like to integrate the technology tools
previously mentioned in a more effect way by preparing concept maps, virtual
tours, podcasts, etc. and apply these pieces to my introduction of concepts,
reinforcement of ideas and skills, and as part of an end product as a result of
a project-based learning activity. A second long-term goal I have set for
myself is to plan for a more student-centered environment and provide the
students with differentiated tools to learn and communicate their learning, especially
through social learning. On a similar note, every student brings different
learning experiences and prior knowledge to a lesson, so students could further
enrich their learning through their peers. Making these students the focus of
every lesson will keep the students engaged and interested in their learning. These
goals will be a continuous process, because there is always room for
improvement, and every student and mix of students is different and bring diversity
to each lesson previously taught. I am currently planning the first few lessons
of next year’s lessons and my goal is already in progress.
References
Laureate Education Inc. (Producer). (2010). Brain
research and learning. [DVD].
Bridging
learning theory, instruction, and technology. Baltimore, MD: Patricia
Wolfe,
Ed.D.
Lever-Duffy, J., & McDonald, J. (2008). Theoretical
foundations (Laureate Education,
Inc.,
custom ed.). Boston, MA: Pearson Education, Inc.
