Learning in a Digital World

In the business of teaching and learning, I believe that it is critical and non-negotiable for educators to allow students to fall between the cracks. With my many educational experiences, I have focused on principles from each learning theory that can explain the how and why of learning. “Learning theories provide different perspectives on the complex phenomena of learning and complement one another in their ability to explain different types of learning situations,” (Shuell, 2012). Once I become familiar with those principles, I can use them to shape the way I approach my students in respect to how they learn. It’s important as educators to recognize that our students do not learn with a one-size-fit all approach. We must use different principles, strategies and differentiated instruction to meet out students’ needs.

With the experience I have as an educator, I have been exposed to the face-to-face learning environment as well as the online learning environment. As a frequent learner of the online learning environment, I believe that technology has a great impact on the way I learn. With online learning, I am able to collaborate with other learners in different locations and learn different strategies they use with their students. I also have the opportunity to utilize different technology tools that I probably would not use if I were in a face-to-face setting. Overall, learning theories and the use of technology have really increased my knowledge on using the best practices as an educator in order to increase student achievement.

Reference:

Shuell, Thomas. (2012). Theories of Learning. Retrieved from http://www.education.com/reference/article/theories-of-learning/

 

Blogs I responded to:

Lyle - http://lylesedtech.blogspot.com

Seane- http://www.learningsquared.blogspot.com

New Technologies

New Technologies

As I reflect on a situation at the workplace where people had low self-efficacy in experimenting with new technology, it brings me back to the use of clickers. Clickers, also known as classroom response systems, “provide a mechanism for students to participate anonymously and integrate a game approach that may engage students’ more than traditional class discussion,” (Martyn, 2007). Teachers in my school attended training on incorporating clickers in the classroom and were expected to use them with our students. I was very intrigued with the clickers and with all of its capabilities in the classroom. Although I found this technology beneficial, there were several teachers who never took the time to learn the device and eventually rejected it. With this group of teachers who rejected the clickers, I was close to a few of them and encouraged them to use it. I invited them to my class so that they can see how they are utilized in a classroom setting. Although they enjoyed the clickers with the activity, they still had a cold shoulder towards using them with their classes.

If I had to change the motivation of my co-workers, I would use the Keller’s ARCS model to encourage success. First, I would gain their attention through perceptual and inquiry arousal. This can be done through active participation, variability, and inquiry. “Active participation is the consistent and simultaneous engagement of the minds of all the learners with the content of the lesson,” (George, 2011). Activities such as games and other fun activities used with the clickers will peek the arousal of any learner. Using a variety of activities as well as brain storming activities will also stimulate the learner. All activities used with the clickers should be relevant to the learner. Relevance can be achieved through experience, modeling and choice. Using skills that they already know to build on new skills will motivate the learner to use the clickers. By modeling how to use the clickers, it will allow the learner to do exactly what was modeled without any confusion. Allowing the learner to choose what activities to use with the clickers will help and motivate them to use it.

Building the confidence in the learner is a big key in motivating the learner. “Confidence is a judgment one makes regarding his own ability to meet opposition effectively in a given situation.” (Sconiers, 2009). By building the learners’ confidence, it will build their self-efficacy in using the clickers within their classroom setting. In order for the learner to comfortably use the clickers with their lessons, there must be a sense of satisfaction with using them. When the learner see the benefits of using the clickers, it will feel rewarding and they will be satisfied with using it.

George, Leela. J. (2011). What Is Active Participation? Retrieved from http://www.ascd.org/ascd-express/vol6/608-newvoices2.aspx.

Martyn, M. (2007). Clickers in the Classroom: An Active Learning Approach. Retrieved from http://www.educause.edu/ero/article/clickers-classroom-active-learning-approach.

Sconiers, H.E. (2009). What is Self Confidence? Livingstrong.com. Retrieved from http://www.livestrong.com/article/17317-self-confide