Final Reflection

During this course (Bridging learning theory, instruction and technology), I was asked to write my learning theory. I wrote my theory seven weeks ago. My learning theory breaks down to one sentence, “Each student learns differently and is able to learn.”

I was asked to revisit my learning theory and summarize any modifications to my learning theory. I have to say that my learning theory has not changed, but it has expanded. I am now more aware of how students learn. I have a better understanding of different learning theories and instructional strategies.

Each week we watched videos about different learning styles. Each of these videos has helped me expand my learning theory. Dr. Orey was a recurring character in our videos. He did a fantastic job of explaining each learning theory along with giving examples of how the learning theory is applied in the classroom.

I also am more aware of my teaching style. I am defiantly a behaviorist. I try to replace the undesirable behavior with  desired behavior. I do this by reinforcing the positive and punishing the negative. I focus on the positive. If Johnny is not doing what is desirable, I will praise Suzy for doing the correct behavior. I found this approach works very well. It is successful in my classroom. I track most of my students’ behavior on behavior charts. I have data to back up that this approach works.

I also use a lot of cognitive learning theory styles in my classroom. As a special education teacher, I see each person learns differently. I am aware that dual coding works wonders when teaching a lesson. A lesson is much more successful if I use multiple types of deliverance. An example would be not only explaining the lesson orally but offer a visual or hands on experience to the students.

I still am very fond of Howard Gardner’s theory of multiple intelligences. In his book, Gardner (2011) states how each person learns differently and may need more than one approach to learn successfully. I could not agree with him more. As a teacher, it is my duty to find out how my students learn. Once I understand how they learn, I can tailor my lessons to each student. By differentiating each lesson, I can ensure that my students will succeed.

I was also asked to describe any immediate adjustments I will make to my instructional practice regarding technology integration. The biggest adjustment I plan to do is, think about how I use technology in my classroom. Our textbook, Using Technology with Classroom Instruction that Works (2007), makes it clear not to use technology just to use technology. Make sure there is a plan when using technology. First plan out the lesson, and then add technology to the lesson. The technology should enhance the lesson; it should be used as an add-on to make the lesson better.

I now think about my lessons, plan them out, and then add technology to my lesson. The technology is not just thrown in to meet a standard or to say, “Yep, I used technology.” Putting technology in the lesson to help student engagement. I now have a better understanding of how to use technology as a learning tool.

Technology tools I would like to use more with my students are iPads, laptops, SMARTboard manipulatives, and internet based networks such as wikis, VoiceThread, and blogs. These tools can be used as instructional tools and learning tools. It is important to know which way these tools will be used. I plan to use them as learning tools. The students will be the ones using the technologies to enhance learning.

All of the technologies I listed can be used to enhance daily lessons by using different instructional strategies. Each one could use all nine strategies, depending on how the lesson is taught. (Please see attached appendix for a list of instructional strategies and definitions.) How the technologies are used, depends on the planning of the lessons. It is important to remember that technology adds to the lesson, they improve the lesson. Do not add technology just to add technology.

I was asked to make two long term goal changes I would like to make to my instructional practice regarding technology integration. My first goal is the same goal I posted in my reflection from my last class. The goal is:

By April 2014, I will have students using tablets daily as part of lessons with 90% accuracy as measured by classroom data.

This goal is going to be tricky for a few reasons. Reason one, funding! I have been looking at grants for tablets for my classroom. I have a few of them downloaded and I will be applying for them this summer. I was also told that I would have two iPads for my classroom next year, if funding becomes available . I have to find apps and explain why they would be helpful to a Special Education class. I have been working on these goals the past few months. They were due to the IT the last week of May.

Once the iPads are in my classroom, I will be able to use them in a variety of ways to enhance my lessons. Each day will depend on the lesson that is being taught. I will plan my lesson then add technology and instructional strategies to make the lesson better.

My second goal: By May 2013, I will plan lessons more appropriately while integrating technology with 90% as measured by classroom data.

Objective one: Each lesson will be planned thoroughly to reach students’ IEP goals.

Objective two: Each lesson that uses technology will use technology to enhance the lesson.

Objective three: Each lesson will follow state and NETS standards.

I will reach the second goal by following the objectives above. I will make sure that I am integrating technology into my lessons with thought and research. It is very important that I am preparing my student for a 21st century. I can do this by thinking out each lesson with great preparation.

Overall, the most important “thing” I have learned from this class would be to prepare my lessons with thought. Make sure that technology enhances the lessons; it is not used just to use technology. I have also learned more about myself and my teaching style. I highly recommend teachers go back to school. I recommend them never stop learning. We ask our students to learn each day; it is important that we do the same.

Appendix

The Instructional Strategies DefinedPitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom             instruction that works. Alexandria, VA: ASCD. Page 9, Figure 4
Category	Definition
1.      Identifying similarities and differences	Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways items are alike and different.
2.      Summarizing and note taking	Enhance students’ ability to synthesize information and organize it in a way that capture the main ideas and supporting details.
3.      Reinforcing effort and providing recognition	Enhance students’ understanding of the relationship between effort and achievement by addressing students’ attitudes and beliefs about learning. Provide student with rewards or praise for their accomplishments related to the attainment of a goal.
4.      Homework and practice	Extend the learning opportunities for students to practice, review, and apply knowledge. Enhance students’ ability to reach the expected level of proficiency for a skill or process.
5.      Nonlinguistic representation	Enhance students’ ability to represent and elaborate on knowledge using mental images.
6.      Cooperative learning	Provide students with opportunities to interact with each other in groups in ways that enhance their learning.
7.      Setting objectives and providing feedback	Provide students a direction for learning and information about how well they are performing relative to a particular learning goal so they can improve their performance.
8.      Generating and testing hypotheses	Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.
9.      Cues, questions, and advanced organizers	Enhance students’ ability to retrieve, use, and organize what they already knows about a topic.

References

Gardner, H. (2011). Frames of mind: the theory of multiple intelligences. Kindle Edition

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Multiple videos.

            Baltimore: Laureate Media.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

            instruction that works. Alexandria, VA: ASCD.