VoiceThread!

My students finished the VoiceThread and it's ready for comments.  Here's the link: https://voicethread.com/share/3584794/


:) Katie

Final Reflection

             During Week 1 of this course, I reflected on the Learning Theories behind my practice.  Learning Theories have always been an interest of mine as they can be combined to fit the needs of the students and teaching style of the classroom teacher.  Lev Vygotsky is still my favorite theorist because his ideas about the Zone of Proximal Development (ZPD) and the More Knowledgeable Other (MKO) fit my instructional style and the needs of my students.  Lev Vygotsky theorized that the ZPD is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently (Learning Theories, 2012).  According to the Social Theory of Learning, people learn from one another via observation, imitation, and modeling (Learning Theories, 2012).  Learning from a MKO, whether it be from the teacher or a peer, allows different parts of the brain to be activated and connections are made.  When more connections are made, the easier it is for a student to access a memory (Laureate Education, Inc., 2010). 

            Six weeks ago, I had stated that “Social Learning Theories are the bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation” (Learning Theories, 2012).   I am still very confident that my classroom environment is a location where students are able to be hands-on constructivists and shaped by social learning opportunities.  However, I would say that I am now more keenly aware of my learners’ brains and what technology tools fit the theories I know fit my beliefs about how I facilitate learning opportunities.  For example, since learning about concept maps and how they replicate our brains’ networks, I now use two different technology programs to support my students in showing their learning in science and writing (Laureate Education, Inc., 2010).  Students use Kidspiration on their own and Cacoo in a guided group.  Another standout technology tool was VoiceThread because it compliments my desire for active, social learning opportunities.  It took me a little more time to prepare my learners for a lesson involving VoiceThread but they finally had their first opportunity to collaborate over one this week.  (I will post the thread after my students are ready for me to share it.) 

            Beyond this course, I have been reflecting on how my instruction will be transformed and thus, have created two goals.  First, I want to expand who my students collaborate with.  It is easy for my students to collaborate with each other and other students in our school but I think it is pivotal that my students experience a wide-variety of viewpoints.  I have friends who teach in Chicago, Oregon, and California and it will be easy to start there. However, my hope is to go beyond those classrooms and connect with students overseas.  I am not sure how to find willing teachers but I know I will start with networking with teachers whom I already know have had connections beyond Federal Way at one point.  Secondly, I want to utilize a virtual field trip for every science and social studies unit we study.  I have used one already in our study of ecosystems and my students loved it!  Knowing my curriculum ahead of time and previewing potential sites will be critical to my success.  I have already bookmarked the sites shared in tour courses’ Technology Resources to help me start planning ahead.  I know I will have a difficult time finding many virtual field trips during our study of Washington State History but I only need one good one to meet my goal! 

            This course was one of my favorites thus far because it combined two of my favorite things: learning theories and technology.  I expanded my knowledge about theories that I was not originally drawn to and was introduced to many technology tools that were unknown to me six weeks ago.  My instruction has been transformed by the intentional technology tools I am using to enhance the lessons I facilitate. If asked, I state the specific research behind what I am using and how my students will benefit.  I think that is the greatest outcome of any class yet!

:) Katie

Resources:

Laureate Education, Inc. (2010). Designing curriculum, instruction, and assessment. Baltimore, MD: Author.

Learning Theories Knowledgebase (2012, September). Activity Theory at Learning-Theories.com. Retrieved September 9th, 2012 from http://www.learning-theories.com/activity-theory.html

Social Learning Theory & Technology

            Social Learning is a learning theory where students are actively engaged in constructing artifacts and conversing with others (Laureate Education, Inc., 2010).   Lev Vygotsky’s theory promotes learning contexts in which students play an active role in learning and where students work cooperatively to build knowledge whether it is with the teacher or a peer.  Therefore the roles of the teacher and student are shifted, where the teacher collaborates with his or her students in order to help facilitate meaning construction in students (Learning Theories Knowledgebase, 2012).  Teachers ought to converse with students over their learning in both one-on-one and in small group settings so students have the benefit of personalized conversation as well as the input of their peers.  Collaboration between students can be formal and informal.  “Turn and talk” is one of the most commonly used impromptu ways to get students talking.  Formal collaboration between students is often done in small groups of 3 or more where the students have a task to accomplish.  Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

            Within the classroom Social Learning Theories can be implemented in endless ways.  First, creating multimedia presentations is a natural environment for cooperative learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Students research, prepare material, create, and present as a collaborative unit.  Student work ought to be guided by the rubric that will be used for assessment.  Types of multimedia presentations students could create are PowerPoint, ActivInspire, Animoto, Podcasts, Wikis, and VoiceThreads.  Secondly, students could collaborate with students in another location with the use of communication software.  Technology allows students to collaborate on projects without the constraints of time or geography (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Two that are used frequently are Skype and FaceTime.  Skype is a phenomenal service that allows multiple users to talk for free through their computer (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  I have used Skype to converse with other teachers when I taught abroad in Austria and so my students could share their work with students in another classroom.  FaceTime is a program that comes with Apple products and connects to other Apple products for free.  FaceTime can be used in the same ways that Skype can, provided both ends have an Apple product. Lastly, one technology resource that I would like to try is keypals.  These resources allow communication between students in other cities, states, and countries while challenging them to learn about other cultures, languages, and issues throughout the world (Pitler, Hubbell, Kuhn, & Malenoski, 2007).   Having no experience using a keypal, I am curious if others have had success or advice in students using keypals. 

            My classroom is strongly based in Social Learning Theories as I strongly believe that students learn best when they are learning from a More Knowledgeable Other (MKO), just as Lev Vygotsky theorized (Laureate Education, Inc., 2010).  I don’t necessarily believe that students can’t do things on their own but I adamantly believe that student learning is deepened when they actively engaged in constructing artifacts and working with others (Laureate Education, Inc., 2010).   How do you promote Social Learning Theory in your classroom?

            Finally, this week I created a VoiceThread to try a new means of collaboration between myself, my students, and other classrooms.  I proposed three questions to my students and their responses will be their comments on my VoiceThread.  If you would like to comment or ask my students any additional questions related to our topic, the link is https://voicethread.com/share/3482011/. 

:) Katie

Resources:

Laureate Education, Inc. (2010). Designing curriculum, instruction, and assessment. Baltimore, MD: Author.

Learning Theories Knowledgebase (2012, September). Behaviorism at Learning-Theories.com. September 13th, 2012.  Retrieved from http://www.learning-theories.com/behaviorism.html

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