EDUC 7105 - Philosophy of Learning

What is your philosophy of learning?

I believe that everyone possesses a capacity to learn. Our individual experiences inform what and how one is able to learn.  The constructivist learning theory suggests that the “role of the learner” is that of an “active constructor of knowledge” (Driscoll, 2004, p. 409).   Therefore, the experiences that occur in our everyday lives impact the learning process. Constructivism recognizes the learner as an active participant in the learning process.   I find this to be a significant point, given our day and time, because the onus of learning, through the eyes of the media, seems to be on the teacher rather than the student and his/her personal learning environment.  As an educator, I believe I have a responsibility to create learning environment that will enable my students to reach the goals and objectives of the course I am teaching.  I believe this environment to include a rigorous curriculum that incorporates the use of technology and the internet to further connect my students to our global society at large.

What do you believe is critical and non-negotiable in teaching and learning?

I believe technology to be a critical and non-negotiable factor in teaching and learning today.   Technology has been referred to as “the great equalizer,” within our society-at-large and continues to play a significant role in our everyday lives.  Given our dependence on technology for daily tasks and, more critically, the global economy, why would we not translate the power of technology into classrooms across the globe?  As educators, we have a duty to prepare our students for success as working contributors to our society.  Possessing 21st centruy learning skills are a part of that preparedness needed for success in today’s global economy.   While the definition of “21st century skills” may vary, fundamentally, all can agree that at some level students must “know how to use technology” (Stevens, n.d.).  The term technology within the context of this text includes computer use, internet use, social-media use, and the like.  

References:

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

Stevens, M. (n.d.) 21^st century learner. Retrieved from http://www.nea.org/home/

46989.htm

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EDUC 7105 - ARCS Model

            As a Social Studies teacher within a 1:1 laptop school, I decided to go paperless for all written textbook assignments. Going paperless meant that all written textbook assignments would be completed through a word file and submitted via email. My attempt to go paperless created challenges for me that were not anticipated.

            This initiative was new to my student and parent population, and needed much explanation to mitigate confusion. The instructions for submitting their homework via email were straightforward. All assignments would be submitted by 8:00a.m. and completed on a “Word” document. I took efforts to explain the submission requirements thoroughly via my syllabus, and also articulated the homework requirements. The confusion and challenges, however, occurred primarily on my end. My email was not properly setup to take on the task of receiving weekly emails from up to seventy-five students. Furthermore, I also opted to grade my student’s papers digitally, and would reply to every submission with an emailed grade, which most students did not read.

            I think the Attention, Relevance, Confidence, and Satisfaction (ARCS ) Model of Motivational Design could have been helpful to further establish a well-thought system. ARCS ideas around relevance, in particular, if applied early in launch of the paperless homework initiative, would have allowed for more of a dialogue to ensure my requirements met the needs of my students appropriately. Relevance, as highlighted in the ARCS model calls for the use of ideas such as “modeling” and “choice”(“ARCS Model,” n.d.). Each of the listed ideas inherently would have allowed me an opportunity to garner how I might make the experience more useful to my students and myself.

References:
ARCS model of motivational design (Keller). (n.d.). Retrieved from http://www.learning-

           theories.com/kellers-arcs-model-of-motivational-design.html

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EDUC 7105 - Connectivist Networks

EDUC 7105 - Technological Collaboration and Constructivism

Howard Rheingold’s assertion that humans possess an instinctive need to “interact and work as a group” holds some value in thinking about trend patterns around the evolution of human communication. The essence of Rheingold’s analysis, however, seems to highlight constructivist themes around collaboration and exploration. Therefore, in thinking about Rheingold’s broader impacts on educational technology, it then becomes important for educators to understand the value of social media or other collaborative tools within the educational process.

Social media usage within classrooms remains controversial, and often conflict with internet usage rules found in many school districts across America that prohibit social media access during the school day. Yet, and still, social media serves as a primary platform for communication and newsgathering. A 2012 Pew Poll found that nearly one-third of teen communication came from social media usage  (Grandoni, 2012). Social media use could be quite powerful in the classroom and could further by discussing online in a Twitter platform or garner resources from people across the globe using Wikipedia (Brannan, 2014). Collaborative tools are readily available through, often free, programming online. The educational value of collaboration, especially in an online forum, remains to be an effective way to learn.

References:

Brannan, F. (2014, July 30). Pros and cons of social media usage for students. EdTech

Review. Retrieved from http://edtechreview.in/trends-insights/insights/1402-pros-and-cons-of-social-media-usage-for-students

Grandoni, D. (2012, July 18). Texting dominates as teens and young adults make fewer

calls. The Huffington Post. Retrieved from http://www.huffingtonpost.com/2012/

07/18/texting-phone-calls_n_1683756.html

Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved from http://www.ted.com/talks/howard_rheingold_on_collaboration.html

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EDUC 7105 - Cognitivist Approaches in Tech Education

           Cognitivism, as a learning theory, enables one to understand how information has been processed within their brain. Cognitivism further delineates an approach to educating that has practical applications for optimizing learning. Kerr (2007) and Kapp (2007) both address the role of cognitivism for real-world learning application taking place in classrooms across America. When a teacher, for example, expresses his/her expectations the expected outcome usually, as Kapp (2007) points out, involves both cognitive and behavioristic approaches to achieve the expected the outcome. This occurs because the outcome has involved both observable and intrinsic applications. The pervasive use of technology in classrooms today is helping to change this view.

Students are able to learn cognitively with the aid of technology. Technology can encourage cognitive learning by creating stimulating, networked environments for students to learn. The AECT (2001) refers to technology as form of “instructional communication.” Technological tools are used, for example, to help foster communication. AECT (2001) identifies communicating as a cognitive processes implemented to optimize learning through technological tools that enhance learning. Therefore, classroom technology can help to create engaging learning opportunities by furthering enable to communicate. Cognitive processes are prevalently used in classrooms today that are enhanced by educational technology. 

References

AECT (2001, August 3). Learning with technology:using computers as cognitive tools. Retrieved                  from http://www.aect.org/edtech/ed1/24/index.html
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from

http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log               post]. Retrieved from http://www.ulqcl.com/kappnotes/index.php/2007/01/out-and-about-                      discussion-on-educational/

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EDUC 7105 - Beliefs on the Role of a Learning Theory in Educational Technology

          I believe that learning, as an outcome, results from exploration from what is known to what can be. The learning process, or the exploration that occurs to obtain information, directly and continually impacts what a person knows. Therefore, as Driscoll (2005) asserts, “learning is a lifelong activity” (p. 2). Given that we are in a continual state of learning, the natural human response would be to obtain information in a format that makes the most sense to us.  As a consequence, I have come to the fundamental believe that the ability for one to obtain information differs from one person to another. While some have come to criticize Howard Garner’s work, his Multiple Intelligence Theory continues to inform the common understanding that students, and people, learn differently (Lane, n.d.).

          In light of the fact the people learn different, a teacher, or leader, in educational technology must then approach any opportunity for learning with programmed relevancy to ensure the learner has the appropriate tools needed to be successful within an educational environment. Driscoll (2005) suggests that a theory derives from investigative analysis made through “observation” (p. 4). Therefore, once an educational technologist understands the needs of their school/district environment, they can theoretically put in place technological tools, which based upon sound evidence, should improve the learning environment around them.

References:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
Lane, C. (n.d.). Multiple Intelligences. Retrieved from http://www.tecweb.org/styles/gardner.html

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