Week 7 Reflection

This class has reinforced my thoughts about social learning theory and cognitism theory. These theories are extremely important to learning. As instructors, we need to be aware of what they are and how our students can benefit from them. The theories that prove to work should be enforced in education. There are a few new things that I was introduced to that I think will encourage learning. Voice thread was one of them. Not that I will really use this but it could be very beneficial to a lot of instructors.


The instructional tools that I would like to implement are blogging and video conferencing. Most of my students don’t even know what a blog is. I would love to open up this door for them. I think once they see that they can have a personal blog site and set it up to their specifications; they will be very involved with it. The video conferencing won’t be used in my class but I would like to introduce the students to this to let them see what it’s about. I think being exposed to it will give them a heads up for what the real world is evolving to. I really feel that the more exposure students have to technology, the more comfortable they will feel when learning new things.

Two long-term goals changes that I would like to make are to implement blogging and video conferencing into my curriculum. The main issues I have with this are to get the curriculum developer and director to approve it. My curriculum is already designed with barely any time to introduce new information. I would need approval and software for the video conferencing. We usually have a few meetings each year in which we are encouraged to bring any suggestions to the table. I will start there. It will have to go through my director, school director, regional director, finally the corporate headquarters. This will be a long process. I can see, possibly, getting approval for the blogging but not sure they would foot the bill for the video conferencing cost.

Updated VT URL

http://voicethread.com/#q.b2298561.i12189425

Week 5 VoiceThread

http://voicethread.com/?#u2125539

Week 5 EDUC-6711I-4 Bridging Learning Theory, Instruction, and Technology

I feel that students will achieve more learning by using a combination of instructional strategies and social learning theories. Getting students involved to work in groups, individually, learning by experiment or an indirect method of learning will all encourage and support improve learning. If we have our students work in groups, each can offer their own unique qualities and input. This can help other students by listening to other ideas that they may have never thought of. There are many methods of collecting and sharing data. Our students can work together in a classroom or over the internet. Our ways of communicating have enhanced over the last 10 years, learning is becoming versatile. Technology is making our lives easier and richer.


Students need to be able to retain what they learn. It is not always what you learn but how you learn that can make a difference. I have a great example that my daughter just shared with me this morning. She is taking a college psychology class. For the entire 2.5 hours of class, the instructor shows a PPT that is basically pictures and phrases from the book sitting in from of her. My daughter wanted to take a Sudoku puzzle to class with her so she would not get bored. I told her that she needs to pay attention and learn what the instructor is saying. Her defense was that she reads it in the book so it doesn’t make a difference if she pays attention or not. WOW..this irritated me. Not towards my daughter but this college professor is teaching psychology and is a massive bore. She doesn’t stimulate the students and she is very monotone and boring. This is a good example of what not to do while teaching. I wish I could have a talk with her about this but it’s not really my place. Yes, it’s very frustrating to see this happening to my own child while I am learning how to make learning more stimulating.

Week 4 EDUC-6711I-4 Bridging Learning Theory, Instruction, and Technology

I feel that to completely understand something, you have to work it. You can listen to lecture all day but not really have the full effect of something until it is experienced. In my reading for this week, a group of students had to collect pH readings from various areas. These were compared to normal rain water. The students had a chance to collect the samples, give a hypothesis on projected pH levels, and view the actual levels. Had they simply read about the test in a text, it wouldn’t have had as much of an impact on them. It was more interesting and retained their interest because they were involved. When their predictions were not as they had predicted, thoughts were sparked and questions were asked. These questions may have never arisen had they not been exposed to the actual testing of the water. “Their findings lead to further hypotheses and more inquiry” (Pitler, 2007, p. 211). Learning is certainly an active process that needs to be encouraged by doing projects and forcing students to think critically.


Pitler, H., Hubbell, E. R., Kuhn, M., Malenoski, K. (2007). Using Technology with Classroom Instruction that works. Denver: McRel.

EDUC-6711I-4 Bridging Learning Theory, Instruction, and Technology Week 3

Using cues or questions will prompt the students to rely on their memory to recall things they had previously learned. I liked the example in the book about giving the student as assignment before a field trip. This method can be great for recalling information. “If you are taking your students on a field trip, have them conduct research on the Internet beforehand and create a simple brochure using word processing software. The brochure might contain useful information that students can refer to during the trip, including maps, facts, and pictures” (Pitler,2007). The book had many great examples on how to use cues and questions to make students aware of facts before they even get into the lesson. Giving them a little history on the subject, or having them create a brochure with useful facts about a subject will allow them a chance to learn before the actual lesson takes places, so they think. Making a fun assignment out of it will not make it seem like such a task but rather a fun project. Little do they realize that we are setting them up for a better learning/retention experience.

Pitler, H., Hubbell, E. R., Kuhn, M., Malenoski, K. (2007). Using Technology with Classroom Instruction that works. Denver: McRel.

EDUC-6711I-4 Bridging Learning Theory, Instruction, and Technology Week 2

“Reinforcing Efforts” immediately made me think of Skinners theory reinforcements. What we are trying to tell the student is if you put in effort, you will reap the benefits of the knowledge (positive reinforcement). If you don’t put in the effort, you will basically not learn anything (negative reinforcement). Same holds true for the ”Homework and Practice”. According to the generalizations “If homework is assigned, it should be commented upon” (Pitler, 2007, p. 187). If we are encouraging our students to do the homework so they have a deeper understanding of what they have learned, it should be acknowledged. If it is not commented on, it is almost like a punishment. If they actually get a deeper understanding of the subject they are studying from doing the homework, that in itself is a huge reward. They may not fully be aware of it at that moment so we need to take that opportunity to comment on it and give them praise. This is certainly positive reinforcement that will give the students more inspiration to learn and keep doing their work.


Pitler, H., Hubbell, E.R., Kuhn, M, Malenoski, K. (2007). Using Technology with Classroom Instruction that Works.