Reflection

This course has led me to some very profound changes that I have implemented within my personal theory of learning. I do not believe that my foundational stance has shifted, as I remain quite structured and assertively behaviorist in nature. However, with the implementation of student voice threads(http://tgosepanski.wikispaces.com/VT+Add) and construction of artifacts such as mind maps created through the program Inspiration and Webspiration, I have recognized significant student gains in knowledge. Student mastery of basic concepts has risen steadily as less time is spent on traditional instruction and more time has been allocated to constructivist ideas and practices.

One of the most basic manifestations came this last week with my 7th Grade Pre-Algebra class. We were studying a concept regarding using multipliers to convert between different units of measurement. After guiding the kids in how to think, I led a discussion about who was actually going to use these procedures? This led to an assertion that, "There's an App for that!" I pointed out to the kids the converter that exists on my class website and further, I pointed out 2 converters that I have on my iPhone that they could download to their own iTouch's. We discussed the need to have a rudimentary understanding of unit sizes in order to be "educated." However, students will be allowed to use technological devices on their next assessment. It is ludicrous not to encourage this practice.

Tomorrow's class begins using voice threads to discuss relevant topics covered in the standard curriculum. What follows is an opportunity for students to convey an actual understanding of what is necessary to have mastered and at their fingertips as compared to what is reasonable to access electronically.

It is through the acceptance of change that we step forward. I have begun to recognize that Missouri Grade Level Expectations allow a framework of essentialist mastery while teaching and learning gravitate toward collaborative constructivism of relevant artifacts.

Voicethread Post

Here is a link to the voice thread post that I created regarding an activity that I conducted with my 7th Grade Mathematics and Pre-Algebra classes.

Your comments are welcome!

Thanks,

John

http://voicethread.com/share/893383/

Connectivism and Social Learning in Practice

Cooperative learning environments and social networking play directly into correlation with social learning theories. Our culture is literally gushing with an overabundance of data and resources. In order to construct knowledge or to gain equilibrium, it is essential that students learn expertise into the proper use of networks and group interactions in order to establish cultural meaning. “Knowledge is a human product, and is socially and culturally constructed. (Orey, 2001)” In order to assemble knowledge, it is essential that educators facilitate communal situations that enable such social constructivism.

Technology is the impetus that has ushered in the change from behaviorism through connectivism. In an environment of limitless information, “The act of learning, then is the act of forming networks (Laureate, 2009)” gained through the social process. It is logical that since technology has ushered in this most recent evolution that it remain the vehicle of advancement and connectivity.

Our students today are immersed in social connectivism. It is imperative that we embrace this trend rather than remain stubborn in our comfortable traditions. An excellent college professor once explained to me that a “Revolution” was like a wagon wheel. In a revolution, the bottom came up onto the top and the top went to the bottom. We are experiencing a silent but unprecedented revolution of the educational environment. We must embrace the technology and social connectivity in order to assist our students to develop a perspective with which to embrace an environment of rapidly exponentially accelerating change. It is no longer acceptable to present a topic and provide a diploma. Kids need the skills to establish and access networks in order to process overwhelming amounts of information into knowledge.

References:

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Multiple Intelligences and Learning Styles. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Main_Page on January 10, 2010.