Final Thoughts on "Theoretical Foundations of Educational Technology"
During this
summer term I enjoyed learning about a vast array of learning theories, both
old and new. I valued the review of the
three traditional learning theories, behaviorism, cognitivism, and
constructivism, which I hadn’t considered since my undergraduate days. It was interesting to see how they each have
directly or indirectly led to many of the “emerging” theories that have
recently sprung up, particularly since the rise of technology-enhanced
education. Most of these emerging
theories feature interconnected networks, student-driven creativity, and
collaborative social learning. Their tenets are in line with 21st
century skill-building, which means education is in the process of getting a
makeover.
In addition, I
learned that most of the learning theories discussed in our readings are not
mutually exclusive. An educational activity can feature of blend of many
ideologies. There is no “right or wrong” theory, and an educator does not have
to subscribe to just one stream of thought.
Matching ideology to pedagogy is an important part of the lesson design
process. Some tasks require different learner
behaviors than others. It all depends on
what type of knowledge we are concerned with fostering.
My teaching will
be impacted by what I learned in this course because I now see a greater value
in social learning. Prior to this
course, I was more concerned with the individual
than with a classroom community. A
network of learners that shares knowledge, supports each other, and collaboratively
generates meaning is more powerful and meaningful than an individual stressing
and striving to ingest knowledge independently and competitively. I aim to conduct more research in communities
of practice and connectivist ideology because I now more fully believe in these
models of education.
I will use the
projects, skills, and ideas from this course in my professional practice by
sharing information with my colleagues.
This Fall I am embarking on a new position as Technology Integration
Specialist, and I understand this role to involve assisting and guiding my
colleagues in their classroom technology adoption. Teachers often want to know “why” before they
jump into unknown waters. Being able to
explain the theoretical rationale behind many educational technologies will
help them feel more comfortable and encourage them to “buy in” to some emerging
programs or models. My school district
is also heavily motivated to adopt more active social media practices. The in-depth research behind my synthesis
paper should support me not only in my use of social media but in my promotion
of its value as well.
* AECT Standards Correlation *
Final Synthesis Paper
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Learner
Characteristics: 1.4.b - Describe and/or document specific learner characteristics
which influence the selection of instructional strategies.
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Media Utilization: 3.1.1 - Identify key factors in selecting and using technologies
appropriate for learning situations specified in the instructional design
process.
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Diffusion of Innovation: 3.2.2 - Publicize the value of school media programs within the
school, community, and local school district.
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Understanding
the role of the learner is paramount to selecting an appropriate
instructional ideology. This ideology affects the pedagogy (instructional
strategies) that is adopted to maximize learning. Throughout my paper on
connectivism and social media, I made a strong case for the model of
networked learning communities, whose instructional design is shaped by
social constructivism and student-centered instruction. In addition, this paper is written with an
optimistic perspective about the value of social media in K-12
education. Many of the “motivations”
and possibilities discussed in support of my thesis could be used to
publicize the benefits of social networked learning as a school media program.
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Learning
Theories Paper
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Instructional
Systems Design: 1.1.c - Identify learning theories
from which each model is derived and the consequent implications.
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Development:
2.0.4 - Apply appropriate learning and
psychological theories to the selection of appropriate technological tools
and to the development of instructional and professional products.
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This
paper required me to consider a learning theory as it relates to an
educational model. Constructionism is
an instructional system design that involves students working in microworlds
to test their hypotheses by manipulating digital objects. It is a modern learning theory that is
directly tied to a specific application of technology-enhanced constructivism.
It requires a specific set of appropriate technological tools. In my discussion of this theory, I made
specific reference to both the form and function of the epistemology.
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Annotated Bibliography
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Computer-Based
Technologies: 2.3.4 - Incorporate
the use of the Internet, library online catalogs and electronic databases to
meet the reference and learning needs of students and teachers.
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Integrated Technologies: 2.4.8 - Prepare instructional
materials, bibliographies, resource lists for instructional units, and other materials
as appropriate to support students and teachers.
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This
collection of peer-reviewed professional resources would benefit any educator
seeking to incorporate social networked learning into their connectivist
classroom. Curating this set of articles
involved the use of the Internet, online catalogs, and electronic databases. The annotations serve as both summaries and
discussions, and would support a teachers’ professional development in this
area.
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