Bridging Technology Reflection

Has my theory of how students learn changed?

My personal theory of learning is that students make connections based on prior learning and they learn is more meaningful when students use their personal strengths or talents to make connections to concepts. I believe students take prior knowledge or experiences to make sense of new information as it relates to the real world. These are still the beliefs I have after working to synthesize everything I have learned from the course materials, activities, and experiences from classmates we have been able to share through discussions. In addition to my original statement, I would like to add how much easier it has become over the past twenty years to access information as well as share experiences through the amazing software and virtual experiences we are able to use to help students make sense of new knowledge.

Adjustments I will make to my instructional practice regarding technology integration?

In order to have meaningful and effective lessons, teachers need to plan appropriately. Although I have really great ideas to incorporate into lessons to stimulate their interests and are relevant to their futures, I do need to do a better job of taking the time to plan ahead to be sure I have the proper software, video, or simulation. I find year after year making a commitment to improve the quality of my lessons by planning ahead, especially when the quality depends on the functioning of the technology I am using for instruction as well as learning (more importantly the latter). I have been at the front of the pack as far as implementing what we have as we receive it and feel I have been too passive. As a leader, I need determine which instructional strategy works best for different topics and mathematical concepts, then actively seek out the tools I need to give my students amazing opportunities for learning!

In math, I will continue using spreadsheets as a tool to facilitate computation and be able to dive right into data analysis and pattern recognition, which is the heart of algebraic thinking. I also need to really work on showing (opposed to telling) students how important each math concept is in the real world. This is the time-consuming part for me as I try to find video clips to download through virtual field trips and United Streaming. How great it would be for students to be able to see each mathematical standard in action in real life!

List two long-term goal changes you would like to make to your instructional practice regarding technology integration and outline a strategy for achieving them.

Learning should be fun and exciting for students as they make connections and learn how to use updated tools to extend that learning to places that are boundless! I want to be the teacher who helps instill confidence in students so they will take risks. When I allow students to use the Smartboard, graphing calculators, or software such as Geometer’s Sketchpad, students tend to be willing to try more often than without those tools. If they make a mistake using technology, they can easily delete mistakes and start over, which is not so true of paper and pencil tools.
A related area needing significant attention is how to improve students’ problem-solving skills. As stated previously, I want students to be able to be risk-takers when solving problems. I would like to be able to give students a mental toolbox they can go to whenever they encounter a new problem that requires critical thinking to solve. I want to teach students to be able to think about how to make connections to other problems they have solved and/or prior learning to work out a solution. I also want them to use any resource to solve that problem as long as when they explain their solution, their audience can understand what they did. Students seem to understand very well what options they have to create a nice presentation using technology (i.e. powerpoint and photostory), but the tools (the HOW) continues to be a significant obstacle for the majority of the students I teach. Finding a way to get students to persevere through solving a problem and to make sense of the solution is my major goal.


As I reflect over these three issues, just as students are learning by making connections, so am I. To give my students the best instruction I can give to help them be independent and productive learners, I need to adjust my teaching to address their significantly different needs. With so many strategies we can find to implement to improve student achievement in the classroom, we need to find strategies which are appropriate and meaningful for our students that enables these young adults to grow into adult leaders who will be faced with new world problems facing their generation.