Bridging Learning Theory, Instruction, and Technology Reflection

Roughly seven weeks ago I wrote a paper reflecting on my very own personal learning theory. Since then, I have been studying how to ‘bridge learning theory, instruction, and technology’ through my studies at Walden University. Although I have learned many new strategies for classroom instruction, I still believe that, “We teach so that our students will learn the concepts or skills we have identified as critical” (Lever-Duffy & McDonald, 2008, p. 10).” I believe that the research and studies presented to me throughout this course have helped deepen my understanding of the way in which students learn and how to apply it in my classroom.

After reflecting on all that we have studied, I immediately need to adopt at least one of the nine strategies explained throughout Pitler, Hubbell, Kuhn and Malensoki’s book entitled, Using Technology with Classroom Instruction that Works. The strategy that I plan to concentrate on is ‘immediate feedback’. The reason why I have chosen to focus on this strategy is because students need to “know how well they are performing relative to a particular learning goal so that they can improve their practice” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 41).

The two technology tools that will help me implement immediate feedback are, VoiceThread and Microsoft Excel Spreadsheets. I will have the students use VoiceThread to post their work and explain their understanding. After all students have posted their initial work, other students will be required to respond by leaving comments and questions, which is a form of immediate feedback. If students are not creating their own project, they are usually doing mathematical calculations. Rather than having students waste time calculating data so that it can be graphed, I can create a template in Microsoft Excel that students will use to calculate their data for them so that more time can be spent on the creation of their graph.

Although I plan to immediately implement the use of these tools, I also have a long-term goal of using my website as a ‘hub’ for all the technology used in the classroom. My plan is to slowly introduce new technology to students, have them practice in class, and then assign them activities that can be completed both in and out of the classroom. As the students have more experience using the technology they will have more meaningful learning experiences that teach them the critical information required for today’s world.

References

Lever-Duffy, J. and McDonald, J. (2008). Theoretical Foundations. In Teaching and Learning with Technology (3rd ed. pp. 2-35). Boston: Pearson.

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