In week one of this course I described my personal learning theory as closely aligning to constructivism. While I still strongly believe, “Knowledge is a constructed element resulting from the learning process,” (Duffy & McDonald, 2008) I have added some elements from other learning theories as well. I have come to realize the role that behaviorism serves in my classroom. I use it often to help my students understand what the classroom expectations are. Cognitive learning is another theory I will continue to incorporate into my personal learning theory. Cognitive learning theories revolve around processing and in math there is much processing that my students must do. I must remember that only a few items can be processed in short term memory. The goal is always to move items to long term memory which is often done through practice but I can help that along by using images to dual code information and help students make connections to other information (Laureate Education, Inc. 2010a).
The biggest adjustment I will make in my use of technology is to give students more opportunities to create products using technology. My class has been mainly student centered but my use of technology has not always required my students to create products that showcase their understanding. I want to as Dr. Orey says see what my students can do with technology (Laureate Education, Inc. 2010b). VoiceThread is one tool that I will try to use often with my students. I find this tool helpful for two reasons. First, it is simple to learn and use. Second, it allows my students to show their work and at the same time explain their thought process. This is very important to me as a math teacher because it allows me to see if students truly understand. The other tool I plan on incorporating into my classroom is Webspiration. This tool is helpful because it allows students to make concept maps. This is important because as Dr.Orey states, the concept map is a visual example of the network model of thinking (Laureate Education, Inc. 2010a). This course has opened my eyes to many new tools and how to incorporate them into my class. What is most important is that I can effectively use these tools knowing they are firmly rooted in learning theories that align with my own.
One of my biggest challenges to my incorporation of technology is the way I plan my lessons. I plan mostly on a day to day basis because my student’s needs change all the time. This sometimes hinders the activities I can do with my students because access to computer labs is limited and requires advanced planning. My plan to help avoid this is to use my plan time with my fellow math teacher to map out or units and find ways to incorporate technology in advance so there is a time when students have individual access to a computer so they can use technology to create. The second difficulty I have is providing immediate feedback. As a math teacher it is very time consuming for me to grade every problem I assign and give individual comments on every problem students have difficulty with. Pittler, Hubbell, Kuhn, and Malenoski write that feedback must be corrective, timely, specific, and students can effectively provide some of their own (Pitler, Hubbell, Kuhn, & Malenoski. 2007. pg 41). I need to begin capitalizing on student feedback. To try this out I will give each student in a group a slightly different homework assignment. Students will then post their answers to their group wiki page and then comment on each of their group members’ work. I would still look at their work individually but they would receive feedback from their peers sooner. I will also use web based quizzes and games to have students practice the drill and kill processes so they can receive immediate feedback.
Laureate Education, Inc. (Executive Producer). (2010a). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010b). Program thirteen. Technology: Instructional tool vs. learning tool [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
