Module 6 Responses

Module 6 Responses

Vida Martin

http://vidamartin7105.blogspot.com/2012/05/learning-in-digital-world.html?showComment=1337971207304#c4312902230044276860

Tiffany Harrell

http://tiffanyharrell.blogspot.com/2012/05/educ-7105-module-6-blog-post.html?showComment=1337971618911#c7370679856245068545

Module 6- Heather Rogers

Module 6 Blog Post- Heather Rogers

You have had numerous educational experiences, both in an online and in a face-to-face learning environment. What impact do you believe technology has on the way you learn? In what ways do you learn differently in an online environment from the way you learned in a face-to-face learning environment? 
Reflecting on these questions, for your final Blog Post this quarter, write a 2-paragraph statement on your philosophy of learning. What do you believe is critical and non-negotiable in teaching and learning? Support your ideas using the learning and instructional theories you embrace as a part of your personal theory of learning.

Although there are many differences between online and face to face learning environments, both have advantages and can be utilized to meet the needs of diverse learners. Technology has had a monumental impact on the way I personally learn. There have been times that I am uncertain about a topic in a course or how to complete a technology based assignment, and with the internet I have been able to in many ways, teach myself how to use the technological tools. Technology allows you to interact more easily with other teachers with diverse backgrounds that, ten years ago, you would not have gotten to interact with. In a face to face learning environment, I feel that the students are more reliant on the instructor, however the interaction with the instructor and colleagues enables you to receive direct and immediate conversation and collaboration,  where as in an online learning environment, the interaction is not immediate. I feel there are pros and cons in both educational settings; right now, with a full time job and other obligations, the online setting benefits my learning style most.

Technology has become a part of every lesson I teach and with interactive white boards, lap tops, iPads and iTouches I feel that there should be no reason for technology not to be used daily. Technology allows students to interact and create in ways that show their creativity and address their individual learning styles. Everyone is capable of learning regardless of their academic abilities or disabilities. I feel it is my job to create learning experiences for students that relate to their learning styles, interests, and to the real world. When students see connections and see the answer to the often asked question, “why do we have to know this?” learning becomes more enjoyable for not only the students, but for myself as well.  The connectivist theory allows students to connect with and learn from their environment around them as well as with their peers (Driscoll, 2005).

The constructivist theory allows students to learning through problem based situations. The learning should be based around the students, but should also be guided by the instructor. This theory enables students to explore learning content rather than having the teacher deliver the material. I have changes the way in which I teach some content areas. I have allowed students to solve problems on their own through trial and error and through collaboration. The motivation of students my students and their willingness to apply what they know have drastically increased. Despite the age or abilities of the students, I feel it is imperative to allow them to explore learning on their own (Driscoll, 2005).

References

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.

Additional Resources

Learning theories and the transfer of learning

http://otec.uoregon.edu/learning_theory.htm

Innovative learning- this site provides links to make online resources that give tips on incorporating technology in learning.

http://www.innovativelearning.com/teaching/teaching_methods.html

Module 5 Responses

Tiffany Harrell - http://tiffanyharrell.blogspot.com/2012/05/educ-7105-module-5-blog-post.html?showComment=1336859688295#c6253304778588933579

Valenta Wade- http://raivynsmom.wordpress.com/

Module 5 Post- Heather Rogers

Module 5 Post- Heather Rogers

Success is driven by motivation and the willingness to try things that are not familiar. The ARCS, as stated by Keller outlines four components that should be addressed when motivating learners: attention, relevance, confidence, and satisfaction (Driscoll, 2005). By following this outline learners are able to become more familiar and more motivated to incorporate new technologies into their learning environment.

There have been many situations that I have seen in my school where colleagues are not willing and/or able to use new technology for fear that it will not be successful either personally or with their students. In one particular case our school was implementing strategies to improve literacy skills across all grades. One of the components that were added was digital storytelling. This technology allows students to build technological, reading, writing, and speaking skills. I held multiple training seminars on digital storytelling where I taught the teachers all the components and steps to build a digital story. This was not something that any of the teachers have used in their classrooms prior and there was a great deal of push back. The teachers were concerned that they would not have time to teach and have the students build a digital story. Overall the attitudes were not receptive.  Many teachers decided immediately that this was not for them or their classrooms prior to them even trying the new technology.

After three training sessions and having worked through the program, the teacher’s attitudes began to evolve. I showed them endless resources and support online that they can use as references as well as showed them examples of digital stories from many grade levels to display the range of difficulty. They were more willing to try new aspects of digital storytelling and seemed more open minded once they saw how easy it can be and how it can be used in every content area and in every grade. Overall, there was still apprehension, but with continual support the teachers became more comfortable with the idea of incorporating digital storytelling into their classroom at some point during the year.

References

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.

Additional Resources:

Example of a digital story that was made by a middle school student on the Chisholm Trail.



College of Houston- Educational Uses for Digital Storytelling

http://digitalstorytelling.coe.uh.edu/