Course+Reflection+5364

I was so excited to take this course; I thought I would learn a lot about how to use Web 2.0 tools in my classroom. I learned all about that, as well as other information that supported it. Everything we learned was based on theory. The most interesting theory, in my opinion, was Connectism and Constructivism. I like to combine them! I already knew about constructivism theory from previous studies as an undergraduate. Constructivism theory says that you use prior knowledge to build or construct new knowledge. Connectism was a new theory that states that learning is connected – information connected to new information, ideas, and concepts; like a web. If you could combine the theories by using prior knowledge to build and connect new meanings to one old ones, then I think you have a great theory for the 21st Century learner. “When we learn, we incorporate new knowledge into old knowledge. In neural network terms, new learning is integrated into networks that have been shaped by previous learning. Consequently, what the brain already knows can influence what it will learn from a new example or experience,” (Rose & Meyer, 2002). I learned that I needed to be asking my students what they know about topics before we delve into them deeper. Sometimes I do this informally. However, I think using a K-W-H-L chart would support these theories. They would be connecting what they know to what they want to know and in the end what they learned. They are digging up previous knowledge and building new knowledge and connecting new to old information. I used these theories to complete the UDL lesson builder. My approach towards the assignment was to use the rubric to guide myself towards the goal. Using rubrics is a great way to clearly state objectives and for feedback. “Specific, criterion-referenced rubrics let students know exactly what is expected of them,” (Pitler, 2007). There are multiple websites available to help you create a rubric for just about any type of assignment. Collaborative learning was another process that helped me throughout this course. It was great to have colleagues to ask questions to and to share ideas with. We all had different ideas and views of how to do things. We used Google docs, web conferences, phone conferences, and virtual meetings to communicate. I think using all these tools helped us to all be more effective in our individual tasks as well as to compile and collaborate to build our website. I would have had a hard time trying to complete the assignments if I had tried to do this without the help of my team. This collaboration leads me to believe that a vital part of professional development for teachers is to participate in a PLC. “Among those theories (social and cultural) is situated cognition, which defines learning as a process of participation in communities of practice,” (Solomon & Schrum, 2007). PLCs can support teachers by meeting on a regular basis, sharing ideas, and brainstorming problems and solutions. In the future, I believe I will use rubrics in my classroom and participate in PLCs. I already participate in one PLC with my grade level. I really enjoy sharing ideas with each other and collaborating to come up with solutions. Knowing how much I learn by collaborating, I think it would be appropriate to ask my students to collaborate with each other through daily learning activities. I love to get them into small groups and bring them back together to share what they discuss. As a lifelong learner, there is an issue that I think about often. How can I use all that I have learned and transfer it into my classroom? We are confined to a strict schedule and have limited technology resources. It makes it very difficult to transform my classroom into my “dream” classroom. I would love to research and present it to my superintendent how 21st Century learners should be learning. I think it would be very interesting to see if I could bend the “schedule” a bit to allow more time for certain subjects on some days; yet balancing it out – to see if changing to more project-based and collaborative learning would boost test scores. Research says it does. That would be my dream for my students.

Works Cited:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development, 30.

Rose, D., & Meyer, A. (2002). //Teaching every student in the digital age: Universal design for learning.// Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved on October 5, 2009, from []

Solomon, G., & Schrum, L. (2007). //Web 2.0: New tools, new schools.// Eugene, OR: International Society for Technology in Education, 103.