Final Reflection

When reflecting back on all I have learned throughout this course, I have come to realize the importance for student-centered learning in the classroom. This also provides more opportunities for student discussions and interactions. By allowing students to work collaboratively, they are able to frequently use technology to better meet their needs. Lever-Duffy & McDonald (2008), state that educational technology is a support for teaching and learning that both teacher and learner can call on to help ensure the opportunity for optimum performance. I still believe that the constructivist perspective of learning is an ideal approach for students because each student develops their own sense of understanding and construct an artifact based on what they have learned. Orey (2001), also said that in this learning environment, the instructor acts as a facilitator and guides the learners along their paths of learning. This will lead to more self-discovery of concepts in a way that is more meaningful to each student.

There are adjustments that I would like to make in my instructional practice regarding technology integration. This course has provided me with many resources that can be implemented in the classroom immediately. One adjustment is to spend less time lecturing students on material but providing them with the resources necessary to learn on their own (websites and/or webquests). If a student is actively engaged in what they are learning, they are more likely to stay on task and ultimately learn more. Technology has changed the classroom and offered students new ways of learning and receiving information. Pitler, Hubbell, Kuhn, & Malenoski (2007), share that applied effectively, technology implementation not only increases student learning, understanding, and achievement but also augments motivation to learn, encourages collaborative learning, and supports the development of critical thinking and problem-solving skills (Schacter & Fagnano, 1999). One technology tool that I would like to use with my students is VoiceThreads. This tool will enhance student learning because students are able to use technology to share images related to what we are discussing in class and obtain immediate feedback from others. This will promote real world occasions so that students are interacting with people throughout the world. Another technology tool that I would like to use with my students is concept mapping. This tool will support and enhance student learning because it helps learners organize their information and that information can be used as a study guide. This technology tool helps learners visualize their ideas and make connections between nodes. Novak & Cañas (2008), say that concept mapping has been shown to help learners learn, researchers create new knowledge, administrators to better structure and manage organizations, writers to write, and evaluators assess learning.

One long-term goal that I would like to make to my instructional practice regarding technology integration would be to set better objectives for learning. I want to better prepare units of study based on the needs of my students. I also want students to be able to set their own learning goals on material we will be covering. Pitler, Hubbell, Kuhn, & Malenoski (2007), explains that research shows that when students are allowed to set some of their own learning goals, their motivation is higher than when they pursue only teacher-set goals (Hom & Murphy, 1983). When I work together with my students to set goals, it will create a better learning environment. The strategy for achieving this goal would be to inform parents at the beginning of the school year about goal setting and encourage parents to help their children set goals for themselves. This also helps me better evaluate what needs further explanation in class and what concepts students already understand. I would then model how students will complete their learning goals and provide a great deal of practice. Students will need opportunities for filling in information through Word documents as well as software for organizing information. This strategy will help both the learners and me to be more successful. A second long-term goal that I would like to make to my instructional practice regarding technology integration would be to provide students with more feedback to their work to help improve their learning process. Pitler, Hubbell, Kuhn, & Malenoski (2007), state that games and simulations, for example, allow teachers and students to get near-instantaneous feedback during the learning process, allowing for immediate redirection or correction of misconceptions. A strategy for achieving this goal would be to research various games and simulations that align with our state’s standards and provide students with feedback. I also need to examine these activities to make sure they are appropriate for second graders. I feel that once students have been exposed to feedback on how they are doing, there will be a greater success rate in the classroom because students are provided with comments on ways to improve before the assessment and allows them time to improve.

References:

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

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

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