Reflection: My Personal Theory of Learning

After studying the many different academically accepted learning styles, I find that my personal theory of learning has undergone small procedural changes, but has basically remained the same: In order to effectively teach a classroom of students, a teacher must be able to utilize as many different learning styles as possible. No two students react to a prescribed teaching style in the same way, so why should teachers pigeon-hole themselves into one or two two variants of teaching? On the opposite end of the spectrum, students should be challenged by learning to cope with and overcoming learning styles that might not particularly fit their own learning pattern. Students need situations in which the behaviorist learning style applies, just as they need to be versed in cognitivist, social, and constructivist theories of learning. Helping students become more well rounded as students will prepare them to be well-rounded functioning parts of society, which in my view is one of the main goals of the public education system. The small changes that would accompany my newly understood theory of learning would be simple ones that reflect the use of technology in instructional strategies.

Prior to taking this course, I have used technology in my classroom as a teaching tool, and not as a learning one. The students rarely ever interacted with technology, which is a reflection of my understanding of the power of technology in daily activities. My assumption was that technology used as a learning tool had to be a web-quest or word processing. Now I know that technology can be used to help students in routine daily activities, and that technology can be used without the technology itself becoming the focus of the lesson. One tool that I have started working on in my classroom is the interactive white board. Our school does not have the funds to buy them, however in conjunction with the technology staff we have created a make-shift white board that will be available for student use. Just as children always want to push the buttons in the elevator, students always seem to want to operate the technology, no matter how mundane the task is. While this activity would not generate any brain-busting educational advances for the students, it's technological hook would serve as an attention getter. A second tool I would like to begin working with in the classroom is greater use of virtual field trips. Again, with the economy in such a low, the educational budget has become next to nil, which makes field trips out of the question. As a history teacher, there are plenty of great accessible online tours and field trips to supplement the material and help make history "real" for the students.

In the long term, it is my goal to not only have students be in control of manipulating technology more often, but to also take the time to understand which learning theory each lesson employs so I know that I will not fall back on simply using one theory. In order to achieve this, I will have to plan out technology lessons well in advance for each teaching unit.

Voice Thread: Lack of Student Effort

Computer Games as a Learning Tool? Get Out!

How cool is this idea? Kids get to learn about ancient civilizations, politics, international relation, exploration, development of technology, mercantilism, and international strife through a collaborative multi-player online honest-to-goodness competitive computer game? I've got to say, that the idea of having students play "Civilizations III", as suggested by Pitler et al (2007) as a learning tool is one of the most fun uses of technology in the classroom that I've come across! Older computer games were designed as learning tools, however they lacked a the social learning theory hallmark of having collaboration between students. The old Apple IIe's taught millions of school children that Mary or Billy might die from Typhoid or Cholera along the long, arduous Oregon Trail. It even taught basic problem solving skills with its simple mathematical war game Cannon Fodder. These programs did not combine students in groups, forcing co-operation or annihilation! When the students work together, they are able to construct learning in a safe learning environment that encourages actively engaging construction and conversation of curricula specific content. Students work together and can be in Vygotsky's zone of proximal development, and not be overwhelmed or under challenged, and learn how to apply the knowledge given to them in applicable, real life situations.

Is there any way I can sign up for the Civilizations III world history class?

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