Module 6, Educational Philosophy

As an undergraduate I developed a philosophy of education that seemed destined for the hall of fame for using educational jargon.  A lot has changed since then as I have realized that the purpose of an educational philosophy is not to sound overly intelligent, but more so to attach personal meaning to the teaching and learning process.  Since developing that first philosophy, many aspects of education has changed.  From the introduction of high stakes testing to the proliferation of technology, it is important that educational philosophies evolve along with changes in education. 

The newest version of my educational philosophy is grounded in the use of research-based learning theories and the use of technology to support content instruction.  As a first grade teacher it is important to develop students awareness of their role in the classroom and to establish behavior that will lead to academic success in subsequent years.  Because of this, I firmly believe in the behaviorist theory for establishing a disciplined classroom where students are rewarded for positive behavior and students receive consequences and positive reinforcement for negative behaviors.  Behaviorism also applies to my instruction.  I try to constantly reinforce learning and participation with praise and rewards.  However, most of my instruction is centered around cognitive learning theory.  This means that my students are active in developing understanding and knowledge.  Because so many students bring differing experiences to the classroom, it is important to provide experiences that will allow students to reconsider their previous experiences.

There are aspects of the teaching and learning process that are essential to my classroom instruction.  I use social activity to encourage dialogue among my students.  This supports the cognitive learning theory, but it also supports social constructivism.  According to both theories, learning occurs as students evaluate the knowledge and behaviors of other students, then measure those actions against their own knowledge and values.  Another aspect of instruction that is essential to my classroom instruction is the authentic use of technology.  Students are encouraged to use a variety of technology applications.  While first graders have a limited knowledge of technology applications, I incorporate applications that students can easily learn and use.  We use these applications constantly to build experience and essential skills.

Reflecting is a powerful tool that allows someone to see progress.  As I reflect on the changes I have made to my philosophy, I see a progression in my teaching methods and see how I have modified my habits to fit the environment around me.  This is essential in any classroom.  The teacher should be a chameleon and change with the evolution of teaching methods, while keeping proven methods that will endure change.

Module 4 Responses

Responded to:

Rosalyn Richards: http://rosalynrichards.wordpress.com/2013/10/23/module-4/comment-page-1/#comment-62

Marie Anglin: http://marieanglin.wordpress.com/2013/10/26/educ-7105-module-4/comment-page-1/#comment-11

Also responded to anyone that commented on my blog.

Learning Through Networking: Connectivism (Mod. 4)

How has your network changed the way you learn? 
As I have gotten older my networks have expanded to include a wide variety of people and professionals.  Because of this I am able to lean on the knowledge of those in my networks more than ever.  Instead of seeking my own knowledge from the start, I am able to access the information and knowledge of those in my networks.  Although it would be easy to take the word of some in my networks, this often leads to further research.  I would say that my learning has become a combination of discovery learning and information verification.


Which digital tools best facilitate learning for you?
Depending on the topic, there may be a wide variety of tools that facilitate learning for me.  In a formal learning setting, the class discussions on our classes at Walden University help me learn best.  It is always enlightening to see and read the different perspectives of people in the class discussion.  Because instructional technology encompasses more professions than just teachers and educators, it is always informative to hear the perspective of those in the business sector, or those in the private sector in general.  

When it comes to the social learning or things involving my family, Facebook is generally something that facilitates learning the best.  While that may seem overly simplistic, Facebook offers communication that is informative and can be synchronous and asynchronous.  It allows for me to discover information without directly contacting the people posting information.  It also allows me to contact and communicate with a wife variety of people across great distances.  This is something that would inhibit communicating with telephones and letters.  

How do you learn new knowledge when you have questions?
I have always been a discovery learner.  Before seeking this opinion of those close to me, I seek to find as much information as possible on the topic in question.  Once I find information I measure the new found information against when I previously thought about the topic.  Of course this also depends on the nature of the topic.  Within my networks exist experts on various topics.  There may be times when I seek their knowledge before building my own knowledge.  Each situation calls for a different style of inquiry.

Module 3 Blog Responses

Responded to:

Brian Emsley http://emsleyeduc8845.blogspot.com/2013_10_01_archive.html

and

Rob Rector http://robrector.wordpress.com/

Technology and the Constructivist Theory (Mod. 3)

There is not one person on this planet that can dispute the rise of technology and its implications on all of society.  In the context of education, technology has the potential to change the teaching and learning process.  Used as a vehicle for the content knowledge, technology can enhance student learning through multiple means.  The use of technology accentuates the benefits of constructivist theory in the classroom.
Constructivist theory states that learning happens through experiences and the formation of knowledge based on students' prior knowledge of any given topic.  Social interaction is one of the main components of constructivists theory in that students gauge their understanding against the understandings of their peers.  This is where technology enhances the qualities of the constructivist theory.

Communication was once defined and limited to a certain time frame and a certain distance.  Letters on horse back progressed to telegrams across vast distances, to phone lines across the world to face-to-face video chats.  Today communication is limitless and knows no borders or time zones.  New technologies such as Facetime and Skype allow for face-to-face collaboration in real time.  To the constructivist this is invaluable.  Even a simple computer chat gives students the ability to collaborate in real time.

Another constructivist principle is the fact that students should be self-directed learners.  Technology facilitates collaboration and self-directed learning by providing students with the opportunity to analyze and synthesize information.  There is a wealth of information at the finger tips of all students because technology has progressed at such a rapid pace.  Because of this, students need the skills to discern the validity of information and evaluate that information against their prior knowledge.  As mentioned previously, learners then discuss these evaluations with their peers to form knowledge.

Finally, technology affords students the ability to become producers of information.  This is a stark contrast to students who simply consume information.  Constructivist theory contends that students be active learners and are more than blank slates waiting to be filled with information.  Instead, technology allows students to synthesize information and produce their findings in a way that others can view and respond.

Learning Theories Compilation (Mod. 2)

Since working on my undergraduate studies in the college of education, I have been inundated with learning theories and their ramifications on classroom learning.  At points in my college career, both undergraduate and postgraduate, and my professional career, I have wondered if the theories developed by old, dead psychologists had any merit in today’s rapidly changing classroom, and if the sheer number of learning theories was harmful and counterproductive.

Thankfully, it seems that I am not the only civilian philosopher that has contemplated these questions.  While I do not consider Bill Kerr to be a civilian philosopher, he raises a great question about the use of so many “_isms” to define learning theories.  One question we share specifically is the fact that there are so many learning theories, should we neglect the theories holistically and only pick and choose the aspects of each that fit our needs?

I know it may seem insensitive and calloused to take the hard work of these learning theorists and chop them up and use them piece mill, but it seems more logical and more practical to combine the best and most useful qualities of each.  In fact, Kerr seems to agree, stating “each _ism is offering something useful without any of them being complete or stand alone on their own right.”

What I found most interesting is the fact that Kapp explicitly matches the learning theories with activities that accentuate the purpose of each theory.  Kapp’s endingis perhaps most appropriate in his contention that learning is multi-layered and is not confined to one theory.  As mentioned previously, these learning theories can, and often do, seem distant and complex.  However, the beauty of each is that they have morphed and evolved as education has morphed and evolved. Because of the fluidity of learning, these theories will continue to morph and evolve, eventually forming one learning theory that encompasses all of the best characteristics of each theory.

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved fromhttp://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved fromhttp://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Module 1- Learning Theory

Since being an undergraduate in the college of education at Valdosta State University, it has been impressed upon me the importance of establishing an educational philosophy.  This will guide my instruction and guide my interactions with my students, my coworkers, and any other stakeholders.  Equally as important as my educational philosophy is how I view students learning.  In fact, my vision and perspective on learning theory should fit into my educational philosophy.

As unique as the population is, the learning styles of individuals are just as unique.  When one explores the different learning theories that have developed since the 19th century, he or she will find numerous learning theories that describe various ways that humans interact with stimuli.  This is important because it shows that there are multiple paths to learning and no one theory is best for every individual.  It is impossible to identify a learning theory that can be used across a vast majority of students.  How students learn best is something that has to be figured out and is the key to unlocking the potential that all students have within.

More specifically, learning theory and has huge implications on educational technology as it opens up a wealth of opportunities for students to display their knowledge in various ways.  The video below from "The School of Rock" displays multiple ways of reaching students in the way that they learn best, and it also displays ways that students can adapt their learning to find the way they learn best.  While it is not likely that this video will find its way into mainstream college classrooms as a means to teach learning styles and theories, I found it beneficial as I search for new and innovative ways to teach all my students in a way that will maximize their learning.