Final Reflection EDUC 6711

As a student who struggled to listen, take notes, and then try to make meaning of what I heard, I have always believed in the power of student engagement for deep learning. The constructivist learning theory clearly aligns with this belief as the engagement and interaction that students engage in results in meaningful experiences and learning (Laureate Education, Inc., 2011a; Laureate Education, Inc., 2011b; Lever-Duffy & McDonald, 2008). This affirmed and strengthened my commitment to highly engaging, interactive teaching. The use of interactive technology tools such as virtual field trips and WebQuests allow students to access information through experience and, through that experience, make new meaning from the content.

            WebQuests allow students to investigate, explore, and engage in thinking through inquiry-based practice that leads to the creation of an artifact (Pitler, Hubbell, Kuhn & Malenoski, 2007). Though guided through a structured format, teacher-provided resources, and clear expectations of a rubric, students have freedom to engage with resources at their own pace and develop an understanding that is personally meaningful. I used a WebQuest in my classroom any years ago and even helped another teacher develop one; however, I look forward to exploring this technology tool further in order to reintroduce it into my teaching practice. I will begin this process by researching existing WebQuests that are available on educational resource websites and those referenced by Pitler et al. (2007). If I am able to locate one that connects to my content, I will explore all aspects of it with my co-teacher in order to determine if there is any need for modifications, pre-teaching, or special equipment. My goal is to use at least one WebQuest in my teaching before the end of the first semester.

            I would also like to use virtual field trips in my regular instructional practice. Virtual field trips can provide students with background knowledge, experience, and visual support for Dual Coding (Laureate Education, Inc., 2011c; Laureate Education, Inc., 2011d). This tool, much like the WebQuest, allows students to engage with content first hand using a variety of resources. Since many of my students struggle with reading and do not gain the most benefit from reading activities, virtual field trips can provide them with an alternative source of information that can lead to deep learning. The possibilities for deep learning are increased through the personal experience that students gain from the activity and interaction with the content. I have already seen students who were very affected by the experience of a virtual field trip that I know that it will have an impact on achievement in my classroom. My goal is to ensure that I am using at least one virtual field trip experience in each unit that I teach. I will research the resources available on the Internet and network with other English and History teachers in order to build a toolbox of resources that allow students to have this firsthand experience.

            The use of technology has not been a focus for my instructional planning or goals in the past; I now have a repertoire of technology tools that I have used and implemented in order to ensure my comfort with and understanding of their use. With this repertoire, I intend to increase my use of technology in meaningful way in my daily instruction. Additionally, I expect to promote the use of technology in my school and district-wide department through teacher-to-teacher trainings, workshops, and presentations. I will start with my co-teachers and the other teachers in my content and department by sharing the lessons and materials that we develop for our own classrooms.

References

Laureate Education, Inc. (Producer). (2011c). Program five: Cognitive learning theory [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). (2011a). Program one: Understanding the brain [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). (2011d). 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 three: Instructional theory vs. learning theory [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

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc.,

custom ed.). Boston, MA: Pearson Education, Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

instruction that works. Alexandria, VA: ASCD