Reflection

My personal theory of learning at the beginning of this class was aligned to resemble constructivism. Throughout this course my ideas have remained the same, however, I feel even more strongly about social learning theories. Social interaction is so important when it comes to engaging in conversation with peers and working towards a common goal. Children’s ideas are validated and their self esteem is boosted through working and collaborating as a partnership or group (Laureate, 2008). They build off one another’s ideas while expressing themselves verbally.

One thing that I will immediately adjust in my instructional practice is to use the technology tools for student learning and less for instructional purposes. In the past I have integrated technology into my classroom but I control everything. They watch as spectators and I can never tell if they are getting much from the lesson. Instead, I will put the learning into their hands so that they are able to create artifacts and show ownership in their learning.

One technology tool that I will use with my students is power point. I will have them work with a group to present an artifact. They can use power point for compiling information from a research project or to create a book report. This tool will enhance my student’s learning because they will be able to navigate their way through this technology tool and create something that they can present and show to others.

A second technology tool that I can use with my students is incorporating more educational websites that my students can access in groups in order to acquire their own information. This will support their learning because they will be researching as a group and responsible for contributing to their group. They will not be spoon fed in a situation where the teacher presents all the facts and information. By doing this, they will be responsible for their own learning and they will have to actively participate.

One long term goal that I have is to be more of a facilitator through technology and less of a teacher who controls everything. When it comes to technology I control every aspect of the lesson and the students in my classroom and I need to put the technology tools in their hands after modeling my expectations. A strategy that I can use to accomplish this goal is take steps to give them more freedom when it comes to discussion with their team and problem solving in order to create their artifact.

The second goal I will have is to maintain my classroom website. I want to update it frequently and include activities, websites, and classroom assignments that my students can use from home. In order to do this I must let my students be aware of the changes I make to the site and get them excited about working on projects, assignments, and other websites during their time at home. This is an area where I would need support from parents and student involvement.


Laureate Education Inc. (2008). “Social Learning Theories.” Baltimore, MD: Laureate
Education Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Connectivism and Social Learning in Practice

Cooperative learning is a key component of social learning. Students construct meaning and new knowledge by interacting with others (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Cooperative learning is vital when using technology in the classroom. Students can get affirmation from their peers when they are working together. They bounce ideas off one another and build upon each other’s thinking (Laureate, 2008).

Constructivism as a learning theory correlates with social learning because oftentimes students are creating their own knowledge (Laureate, 2008). They are able to construct ideas and create artifacts together and have questions answered by their peers. When students learn a new concept they are able to teach others around them. Children are using the connectivism theory when they are forming networks through their learning. The more they work together the more concepts they can network. This bridges social and cultural dimensions of learning together (Laureate, 2008).

Students who are working with technology may not always be working side by side one another, rather they may be collaborating and communicating through their learning tools. Children may be working together to create web resources, Web Quests, create web sites, and utilize communication software. Students who are encountering peers from other parts of the United States and other parts of the world are faced with the challenge of understanding their languages and cultures ((Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). This provides them with rich and beneficial networks.

Laureate Education Inc. (2008). “Social Learning Theories.” Baltimore, MD: Laureate Education Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.