Reflection: Bridging Theory and Instruction

Teenagers in the 21st century use technology tools a great deal. As teachers, we need to reach our students with technology and at the same time teach our students how to use technology effectively. In the same way that teachers apply various modern and historical educational learning theories to paper-and-pencil learning, I have learned to approach learning using technology. My personal philosophy of education is a hybrid of constructionism, cognitivism, and behaviorism that essentially has not changed throughout this course. What has changed is my awareness of important instructional strategies which will lead my students to be more successful learners.
From thirty years of research, Pitler, Hubbell, Kuhn, and Malenoski (2007) determined nine categories of instructional strategies that affect student achievement. I have, begun to emphasize identifying similarities and differences as well as summarizing and note taking in all of my science classes. These two strategies were shown to increase student achievement the most (p.8). Web tools like www.bubbl.us, which create online graphic organizers help students do both well.
I still believe that a unique construction of knowledge takes place in each of my students’ brains during whatever lesson I teach. Our video resources, reminded me that all learning theories are centered around students actively engaged in learning (Laureate Education, Inc., 2008). Valuable engaging teaching, helps my students synthesize ideas through their own mental filters, and leads them to create their own meaning. This is easy to accomplish using technology tools and software where students construct creative projects to demonstrate their learning on just about any topic.
I have always believed that positive reinforcement is an essential component of a safe classroom environment. I have used online drill and practice activities in the past. Keeping in mind the strategies of successful learners, I have sought out technology resources and found games that will lead to more higher-order complex thinking by my students. Games created by CalTech scientists like the Spitzer Spectrometer game found online at http://coolcosmos.ipac.caltech.edu/cosmic_games/spectra/spectrometerDemo.htm go beyond rote recall of facts. The game has different skill levels and challenges students to Identify similarities and differences in order to excel in the game.
I have two long-term goals for integrating technology further into my instructional practice. I would like my students reflect and share their learning in chemistry using a class discussion board. I know this is possible on the Blackboard Academy site I have set up this year and I have enrolled in professional development training to accomplish this goal. I would also like students in all my classes to track how their achievement in my class correlates with their effort.
I will continue to learn and to improve my practice, pairing instructional theory with learning outcomes that involve technology. I have begun to improve the educational value for students of the technology tools I have already use. I have not only learned how to use new Web 2.0 tools, I have leaned to bring them thoughtfully and meaningfully into my instruction in the high school science classes I teach.

References:
Laureate Education, Inc. (Producer). (2008). Program eleven. Instructional Strategies, Part One [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H. , Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works . Alexandria: Ascd.