As I reviewed the learning theory assignment that I
completed in week one of this course, I realized that I would make some
modifications. I still feel that
learning occurs through meaningful experiences.
However, in this course, I have learned that there are multitudes of
technology resources available to use in conjunction with the nine clusters of
effective teaching strategies as mentioned by Dr. Debra Pickering (Laureate
Education Inc., 2011b). In addition, I
have learned about experiences that involve technology that the students use
for their own learning as opposed to the teacher dominating the
technology. One adaptation I would make
to my learning theory would be that I do not need to create learning
experiences for my students. They can
create their own learning experiences.
My students ask several questions each day. I have decided that much of their learning
could stem from their natural questioning.
Learning, in the real world, does extend from our natural
questioning. Thus, I should use
technology to allow my students to learn and showcase their learning about
things that interest them currently. I
often assume my students are interested in topics, so I create week-long units
about them. I have realized that I need
to let them tell me about their interests.
One major
adjustment I am making to my instructional practice is turning instructional
technology into learning technology.
Instead of playing videos for the whole class and standing at the front
of the room to talk about the video, I can allow students to do their own
research. One specific way I will do
this is by posting a picture of chickens and eggs next to a QR code of a
hatching chick. The picture is a
nonlinguistic representation of the content that the students will
explore. Pitler, Hubbell, and Kuhn
(2012) explain the importance of using pictures as nonlinguistic
representations to assist in the students’ understanding (p. 105). The students can look at images such as the
chicken and eggs to determine which video they would like to watch. Then, they will write what happened in the
video to summarize their research. This
is more engaging for the students because they would get to choose their
topic. Also, the students would be
conducting and summarizing their research without the help of the teacher.
In my
classroom, we do several concept maps to sort and organize ideas. I will begin using digital concept mapping
instead of using chart paper to save paper and allow my students to manipulate
the concept map instead of me doing the writing. They can use pictures. I would like to use virtual field trips in
the classroom. Dr. Michael Orey describes
how virtual field trips create experiences for students: “we can create this
episodic memory, we can create a rich experience, and this rich experience
could be the foundational experience in this network of ideas that a child can
have when they’re learning the content (Laureate Education Inc., 2011a). There are a few virtual field trips that are
age appropriate for my students. I would
like for my students to create these field trips. Another tool that I will begin using is
VoiceThread. I will be using it to have
students comment on each other’s writing.
I will post pictures of their writing on the VoiceThread and have them
read their writing into the VoiceThread.
Then, I will have the students post comments on VoiceThreads. I really found it fairly easy to navigate the
VoiceThread app on my iPhone. Thus, I
plan to use iPods and iPads for the students to create VoiceThreads and post
comments.
One
long-term goal I have to improve my instructional practice is to create an
environment where the students can easily access technology to use for their
own learning. Dr. Michael Orey explains
that “learning
tools are…about what the child can do with the technology” (Laureate Education
Inc., 2011c). My plan to achieve this goal is to
make the iPads or iPods available for the students to use to learn and to
showcase learning. I have already begun
this process by making the technology readily available by encouraging the
students to take pictures of the work they are proud of which will be showcased
as a slideshow on our classroom blog.
Also, I am allowing the students to learn how to create digital
presentations using a video camera. The
next step I am taking is to provide QR links to virtual fieldtrips or
instructional videos for the students to use to learn. Then, I will allow students to create their
own virtual field trips of places we go or documentaries of things we do at
school. Another goal I have is to create
a global learning environment by finding classrooms in different parts of the
world to communicate. In
prekindergarten, students need to appreciate other cultures. Interacting with people in different parts of
the world would give my students the awareness of places different than our
community. In order to achieve both of
these goals, I have discussed the goals with my colleagues at school. Hopefully, we can change the way we teach to
a more student-led, technology rich environment.
References
Laureate
Education, Inc. (Producer). (2011a). Program six: Spotlight on technology: Virtual
field trips [Video webcast]. Bridging
learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Laureate
Education, Inc. (Producer). (2011b). Program eleven: Instructional strategies,
Part one [Video webcast]. Bridging
learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Laureate
Education, Inc. (Producer). (2011c). Program thirteen: Technology: Instructional
tool vs. learning tool [Video webcast]. Bridging
learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler,
H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom
instruction that
works
(2nd ed.). Alexandria, VA: ASCD.
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