I
had little training in learning theories when I went back to grad school to
earn my teaching certification. This
course has definitely broadened my exposure to and understanding of the
different learning theories. As I learn
about designing learning for others, I have also gained a better understanding
of how I learn and what factors impact my learning.
We
studied Knowles idea of andragogy which focuses on adult learning. Many of Knowles’ ideas match my own feelings
about learning. I like to be able to
take ownership in my own learning, by being able to direct what I’m learning
and to set the pace of the learning. I
appreciate when I have the opportunity to choose the professional development
that I want to attend. (Unfortunately,
this does not happen often enough.) As
an adult, I find that I’m most interested in learning about topics that are
relevant to my life, both education and personal (Conlan, 2003). When I’m required to sit through meetings
where the information is irrelevant, I feel frustrated at the waste of
time. In contrast, it is quite
stimulating to gather new information that I can immediately put to use. For example, as we created our mind maps and
read about the usefulness of graphic organizers, I immediately stepped up my
use of these with my own students. I
also realized that as a visual learner, I learn better when I’m able to
organize information graphically.
Another aspect of andragogy is the idea that adult learners are motivated
more by internal factors, rather than external factors (Conlan, 2003). This is true of myself; the pure satisfaction
of learning something new or completing a class is gratifying.
Through
reading about connectivism, I better understand the importance and complexity of
using networks of people and technology.
I have read many postings during this class where colleagues have
commented about the complexity and sheer overwhelming feeling when dealing with
technology and the pace of change. With
this abundance of information, we need to offload our cognitive capacity onto a
network of people and technology (Laureate Education, 2009). I learn better in a collaborative environment
(face-to-face or virtual) rather than isolated.
Technology
plays a huge part in my learning and my teaching. While I’m a digital immigrant and don’t have
the expertise or experience of some of my classmates, I feel that I am
constantly learning and implementing new technology in both my personal and
professional life. Through my colleagues
at Walden and our course readings, I’ve been exposed to many new technology
ideas that I will continue to explore and learn about. Like many people, when I need to find out
something I Google it. Of course, I
can’t imagine being a teacher without technology. The internet is a main source of ideas for
the teachers I work with, especially as we transition into the new common core
standards. On a very basic level, I
rarely do much handwriting anymore. I
recently received a letter from an old friend in another state. She still prefers handwriting letters, while
I find it easier to organize my thoughts using Word. I can delete and rearrange my thoughts more
easily. Last year, I made the transition
to using a Kindle Fire for reading. I
wasn’t sure that I would like giving up the feel of holding a book, but I love
the ereader format. I can download books
from the library or find books on Amazon.
I can bookmark, highlight, or take notes. I can also access the internet and use
different apps like Evernote or Angry Birds on my Kindle.
Today,
technology has infiltrated all aspects of my learning. My personal challenge as a digital immigrant
is to stay informed as new technology uses emerge. Even though the pace of change is daunting
and the implementation of new technology can be overwhelming, I’m enthusiastic
about the use of technology in learning and the field of education.
References
Laureate
Education, Inc. (2009). Connectivism.
[Video Podcast]. [With George
Siemens].
Conlan, J., Grabowski, S.,
& Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging
perspectives
on learning, teaching, and technology. Retrieved from
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