After reading
the first two chapters of Psychology of Learning for Instruction by
Marcy P. Driscoll (2005), I began wondering about my students' abilities to
learn a concept and are the assignments demonstrating their knowledge. Yes, there are certain factors that should be
present when a person is learning. One of the factors for students’ learning
environment is his or her environment conducive and stimulating. And, will this factor or other factors cause
students to “think outside of the box” or exercise their critical thinking
skills? From my teaching experience, there are people who believe that special
needs students cannot demonstrate critical thinking. As a special education teacher, I disagree
with that notion. Driscoll (2005) explained and defined the major learning
theories and their essential components (results, means, and inputs). She
continued her explanation by explaining the history of the major learning
theories. This led me to become curious about the implementations modern
learning theories and how educators should educate students in today’s learning
environments. Are there any
compatibility between educational technology and learning theories?
From my
curious about learning theories and educational technology, I believe my
educational philosophy has changed. My beliefs about how students learn best
may vary from my colleagues. I believe that students learn concepts and gain
knowledge from a combination of learning styles (spatial/visual,
tactile/kinetic, auditory and logical). Therefore, I do not believe students
obtain knowledge through one type of learning style. I do, however, believe
that students do have a dominant learning style. And, the purpose of learning
theories and educational technology is to provide a platform for students to
learn, demonstrate his or her knowledge, and gain real-world experiences
through given activities.
Driscoll
(2005) and Siemens (2008) consecutively provided a clear picture about the
critical elements for a learning theory. Driscoll (2005) offered the psychology
methodologies of learning. Siemens (2008) expanded upon those methodologies by
making the connection between the major learning theories and educational
technology. In the article Learning and Knowing in Networks: Changing
roles for Educators and Designers, Siemens (2008) described and gave
examples of how Web 2.0 tools can assist with students’ learning. From his
descriptions, do the roles of educators and designers change?
Siemens’s
“metaphors of educators” characterized the roles of an instructor in a digital
classroom or workplace. The roles are master artist, network administrator,
concierge, and curator. From his explanation of these roles, Siemens (2008)
analyzed the principles of instructivism versus constructivism and how each
approach holds a varied level of values that depends on its context or
complexity of the learning.
After ponding
over the roles stated in Siemens’s article, how do I classify myself as an
educator? Is it possible for me to hold more than one role depending on the
learning situation? While, there may be
no straightforward answer to that question. For me, it is a balancing act. As a curator, I provide my expertise in a
specific academic subject area and encourage my students to explore concepts
and gain their own knowledge. As a
concierge, I direct my students’ learning opportunities. Does the balancing act allow me to be a master
artist? Or, does the balancing act support me in observing my students’
activities and/or draw attention to their innovative ideas or approaches to
learning? On numerous multifold levels, I guide, direct, and influence my
students’ learning. Therefore, I am more than willing to step in and out of
roles in order to provide my students with a quality level of learning.
Links:
References:
Driscoll, M. P. (2005). Psychology of learning for instruction
(3rd ed.). Boston, MA: Pearson Education.
Siemens, G. (2008,
January 27). Learning and knowing in networks: Changing roles for educators and
designers. Paper presented to ITFORUM. Retrieved December 08, 2009 from http://it.coe.uga.edu/itforum/paper105/Siemens.pdf
