Nine learning theories and several new technologies later, we have come to the end of Bridging Learning Theory, Instruction, and Technology. We have discussed, learned, and reviewed the theories that were learned in college. Several of those theories have been an integral part of my teaching that I did not even realize they were there. A few had been set aside to survive the first years of teaching only to be renewed and worked back into everyday life as we discussed their benefits yet again.
The difference with the learning theories this time around was that they were connected with technologies to be integrated into the curriculum and enhance the learning of my students. One of those new technologies that I plan to use in the upcoming school year is the VoiceThread (www.voicethread.com). This program combines the visual presentation of ideas with the ability to interact with the topic at hand. I can create a 'slide show' about the events leading to the Revolutionary War and my students can add comments about what they have learned and ideas about why this was a significant event in the war. The program has many practical applications that can be used with or without the teacher present, creating an activity where the student is constructing their own knowledge with a guide to get them started (Orey, 2001)
Another piece of technology that we explored during this course was through a web site called Webspiration (www.webspiration.com). The site allows the user to create a concept map of a topic and then share it with those who are invited to view/edit the document. The concept mapping allows one to organize their thoughts and create pathways interconnecting those ideas (Hubbell, Kuhn, Malenoski, & Pitler, 2007). The map could be shared with students during a lesson, or better yet, the students could build their own concept map of the material covered to organize their own thoughts.
For integrating the new technology learned into classroom practice, my goals include the use of two strategies covered in the material presented as known to improve student learning. The first goal stems from the tool that is shown to make the biggest difference in student learning; finding similarities and differences (Laureate, 2008) I plan to have my students use this strategy throughout the year. For example, find the similarities and differences for: the four Minnesota biomes, the soldiers in the Revolutionary War, the reasons that explorers came to the new world, etc.
The second strategy that I would like to incorporate in my teaching in the future is to use non-linguistic representations. Teaching science and social studies for my team, I introduce many vocabulary words that are not commonly used words for ten-year olds. I plane to leave a wall open to add words to throughout the year. The words would be clearly stated at the top and would accompanied by pictures that would help explain the word to give the students a visual to connect with the word (Laureate, 2008).
As I build my 'bag of technology tricks' I find myself thinking about where this could fit in my class. As it is always said, 'the possibilities are endless'. I can not wait to add more to my bag and practice using the ones I already inside.
-Mel.
Laureate Education, Inc. (Producer). (2008). Program eleven. Instructional Strategies [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
