Blog: Final Reflection
In Understanding the Bridging Learning Theory, Instruction, and Technology, the experts shared and spoke passionately on the significance of technology in the 21st - century classroom, as well as the importance of exposing students to technology in order to prepare them for the life ahead after graduation. They also distinguished between using technology as a teaching tool and using technology as a learning tool. Orey, (2010) declared that when technology is used merely as teaching tools, such technology tools have not been used effectively. Dr. Orey reminded educators that, learners need to be active participants during learning process, not just as perceive receivers of knowledge, he highlighted many way by which technology could be used as both teaching and learning tools so as to have full impacts on the learners. Orey, (2010) emphasized the importance of collaboration and cooperation among students during classroom interaction; he mentioned that learners should learn with and from one another. As the name of this course suggests, educators ought to be able to choose appropriate instructional technology tools and use same effectively and judiciously to increase students’ achievement.
Reflection on My Personal Theory of Learning
As a result of my exposure to Educ. 6711, I have identified some fundamental flaws in my personal educational philosophy and personal theory of learning. Even though, I hold the belief that learners are not “empty barrels”, they have some knowledge, they are individually unique, and that they learn differently, and as a result, I believe in individualized instruction and that learners should be at the centre of instruction. I am also of the opinion that every student can be successful in an ideal situation. One fallacy I found in my theory is the statement I made that, as a teacher my duty therefore is to locate and bring out those resources and knowledge in my students. The exposure to this course definitely made me to shift from teacher-centered to learner-centered mode of teaching. As (Prenskey, 2010) pointed out, I now put students’ “engagement before content”, instead of deciding for students, I now decide with students.
