Bridging Learning Theory, Instruction and Technology: Reflection

Throughout this course, I have discovered new ways to motivate my students with technology and learned more about how my own teaching will help or hinder this integration. Orey (2008a) would most likely describe my teaching as being from a "social constructivist" method. I suppose that is the nature of being part of a performance ensemble - to create something collectively. Since I also subscribe heavily to Glasser's (1998) idea that we all choose our actions, I must choose to use technology in my classroom in a way that is both enriching and exciting.

It would be easy to say that while my personal theory about teaching is the same, the way I will choose to implement my strategies will change. The harder part is actually changing my teaching when I have done it this way for so long. As an immediate start to this change, I will use technology for more assessment related material. Specifically, I would like to use the VoiceThread application for projects in my non-performance classes and podcasting software for my performance ensembles. Orey (2008b) would describe the VoiceThread project as a connectivist type of activity. The way these will be used is to create a virtual museum, and using the VoiceThread tool, have students comment upon works of art set to music. Although the project itself will be time-consuming due to research, the use of the software will not take long to learn. For performance ensembles, we do record playing tests already, so the podcast will serve to make the recording more akin to a mobile digital portfolio. Pitler et al (2007) believe in this use of technology to track assessment, and charts can be made and published to demonstrate change in performance. In this way, parents and students can measure growth more accurately.

In the long term, I would like to make more consistent use of my Smart Board. Right now, it is a useful tool for my teaching, but I would like to make it more useful for my students' learning as well. I plan to investigate how other teachers are using the board to the students' advantage through internet research, collegial support and student inquiry. Also, I would like to set up individual digital portfolios for my performance ensemble students. I will seek the advice of my colleagues as to how they have set up similar assessment models so that I am not overwhelmed at the prospect of this project's creation. In this way, I hope to improve and increase the level of "quality work" (Glasser, 1998) in my classroom.

-Stephen St. Georges

References:

Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York: Harper and Row.

Laureate Education, Inc. (Producer). (2008a). Social learning theories [Motion picture]. Bridging learning theory, instruction, and technology . Baltimore : Orey.

Laureate Education, Inc. (Producer). (2008b). Connectivism as a learning theory [Motion picture]. Bridging learning theory, instruction, and technology . Baltimore : Siemens.

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