EDLD+5364+Reflection+Week+1

**Sprite Know **

=EDLD 5364 Cohort 17 =

Garland ISD
This week’s journey gave me insight on what does implementing technology in the classroom really means. I gained an urge to teach students on how to protect themselves and be wary online, mostly due to the fact that we cannot longer tell an eight year-old that he or she is “too young” to be using computers. While reading about the three different learning theories, Constructivism Theory, Connectivism Theory, and Cyborg Theory, I felt that no single theory could ever be the one we use. In my personal opinion a balanced combination of learning styles and practices should be adopted. The following quote struck a chord: “Learning is both an active and reflective process. Learners combine experience (action) and thought (reflection) to build meaning. Both parts must be present to support the creation of new knowledge.” Southwest Educational Development Laboratory, (1999). Learning as a Personal Event: A Brief Introduction to Constructivism. Retrieved on February 23, 2011 from [] During this school year I have work on changing my educational practices to include meta-cognition techniques across all subject areas. Students are expected to own their learning and be responsible of their own learning styles. While I relate most with the Constructivism Theory, I am also inclined to include other methods and theories into planning my lessons. This idea was reinforced when I read that “Constructivism is a theory of learning, but it does not dictate how that theory should be translated into classroom practice. It is up to teachers and other educators to provide environments that support the ways students learn--learner-centered classrooms.” Southwest Educational Development Laboratory, (1999). Learning as a Personal Event: A Brief Introduction to Constructivism. Retrieved on February 23, 2011 from [] Now the challenge is how to balance all that is at play… I find myself fighting the ideas of those who think “traditionally”, the people at work that are still concerned with third graders accessing the internet at home; the parents who are afraid of allowing their children such freedoms. We need to hurry up! The future is here now and we need to embrace it. There are no better words to explain this phenomena than Brandsford, et. al. (2000), “What is now known about learning provides important guidelines for uses of technology that can help students and teachers develop the competencies needed for the twenty-first century. The new technologies provide opportunities for creating learning environments that extend the possibilities of “old” —but still useful—technologies—books; blackboards; and linear, one-way communication media, such as radio and television shows—as well as offering new possibilities. Technologies do not guarantee effective learning, however. Inappropriate uses of technology can hinder learning— for example, if students spend most of their time picking fonts and colors for multimedia reports instead of planning, writing, and revising their ideas. And everyone knows how much time students can waste surfing the Internet. Yet many aspects of technology make it easier to create environments that fit the principles of learning discussed throughout this volume.” It is imperative that we teach children how to be responsible and safe in the use of Web 2.0 tools. We cannot longer keep them away from “danger”. Allowing children to create new knowledge by combining new ideas with a person’s existing knowledge-base (Vygotski’s Constructivism Theory), as well as providing the tools for networking with others and computers to acquire new knowledge (Siemens’ Connectivism Theory); is now our best case scenario. By consciously and responsibly implementing digital tools in the classroom, we allow students of many different ability levels and backgrounds to succeed in many different levels in the 21st century.

References: Southwest Educational Development Laboratory, (1999). Learning as a Personal Event: A Brief Introduction to Constructivism. Retrieved on February 23, 2011 from [] Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How people learn: Brain, mind, experience and school (Expanded edition). Ch.9, pp.194-218. Washington, D.C.: National Academy Press. Retrieved on February 24th, 2011, from http://www.nap.edu/openbook.php?record_id=9853&page=206