EDUC 6711 Reflection

Upon reflecting on my “Personal Theory of Learning” and considering everything I have learned over the past 8 weeks, I have to admit, I have no changes or modifications to make. I still believe each of the theories discussed throughout this course has relevance in the classroom, though, ultimately, kids learn best by doing. As I said in week one, and still say 8 weeks later, learning is not a spectator sport.

My ideas and opinions regarding technology integration in the classroom have not been changed as a result of this course, but they have certainly been validated. I have always been a big proponent of bringing technology into the classroom and have never been afraid to, as Dr. Orey suggests, “give the technology to the kids” (Laureate Education, Inc., 2008). The observation made my Gardner, “that new technologies make materials vivid, easy to access, and fun to play with” (Weiss, 2000, p. 52), articulates my thinking on technology perfectly, though I have never been able to state it so well.

What has changed, however, as a result of this course is the size of my “technology toolbox.” In our discussions, resources, readings, and my own “web surfing,” I have found many great ideas that will help engage and motivate my students, which cannot help but enhance their learning. Most of these technologies are not new to me, but the ideas on their use are.

One tool that will be used from the first day of school next year is a blog. I used them last year, but not to their full potential. Since I will have classroom laptops next year, I will be able to use this tool on a daily basis, which is very exciting to me. The students’ blogs will bring the traditional, spiral-bound journal into the 21st century by putting it online. My students will be more motivated and engaged by using technology over paper and pencil, which can only have one result: more meaningful learning.

Another benefit of using a computer for journaling, which is not often mentioned, is the effect it will have on my special needs students. Many of them are incredibly resistant to journaling because of the effort it takes to put their ideas into writing and the embarrassment they feel from their handwriting and spelling struggles. A computer can easily help alleviate these issues. Students can create pod casts to post instead of writing, spell check helps lessen spelling errors, and images can be easily found and substituted for words. The list of accommodations that are possible for special needs students is endless.

Another tool that will be used in my classroom next year is spreadsheet software, such as Microsoft Excel. Mathematics is about problem solving, and a lot of problem solving involves data collection and interpretation. The use of this kind of software will help reduce the stress and inevitable errors caused when students must collect, organize, and make calculations for large amounts of data. By using the software, my students will be able to focus on the interpretation of the data and the “big picture” of the problem at hand, creating a more engaging environment where real learning can take place.

The first long term goal regarding technology integration is to use technology, in some capacity, at least once each day. To be sure this goal is achieved, my plan is to use the “Exit Slip” technique with my students and have them post their response to their blogs. They will be given a prompt to which they will respond, such as, “What is one new thing you learned today?” By combining this technique with technology, my students will be better motivated to reflect on their learning, while improving their technology skills at the same time.

The second long term goal regarding technology integration is to give my students more in-depth exposure to each of the “major” software applications used in the real world. Experience with Microsoft Word, Excel, and PowerPoint will be a necessity for success in the real world, and I intend to start them on that path toward success. To achieve this goal, I have already started developing projects that include these applications, among others, to enhance their mathematics learning and strengthen their technology skills. Each project assigned to my students will include a technology component, either during the project or as the final presentation piece.

Today’s world is reliant on technology. This is an idea that one can hardly dispute. If our job is to prepare our students for their future, “the fast-paced, virtual workplace that they will inherit” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 139), integrating that technology into our instruction is not simply a “good idea;” it is an obligation.

References:

Laureate Education, Inc. (Producer). (2008). Program thirteen. Technology: Instructional Tool vs. Learning Tool [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.

Weiss, R. (2000, September). Howard Gardner talks about technology. Training & Development, 54(9), 52-56.