Week #2 Blog on Chapter #2 by Amy C. Gallagher

   I really like our textbook for this class.  I know I will keep it as a reference for my future classroom.  Chapter two clearly outlined the two main theories on learning.  I really liked how the information was presented in figures 2.3 (p.35) and 2.6 (p.42) It was nice to see which famous people where associated with the different theories.  I also like how the different aspects of the two theories are organized and listed in our text.

   Such people as B.F. Skinner, Atkinson and Shiffrin, and Robert Gagne represent the Objectivist or Directed learning theory.  The Systems Theory and Systematic Instructional Design is also included under this theory.

   The Constructivist Learning Theory or Inquiry-Based learning uses Social Activism, Scaffolding, Child Development, Discovery Learning, and the theory of Multiple Intelligences.

Jean Piget :child development

   Obviously, most teachers will use elements of both theories in their pedagogy.  I like how the authors of our text put it, “Teachers will always use some directed instruction as the most efficient means of teaching required skills; teachers will always need motivating, cooperative learning activities to ensure that students want to learn and that they can transfer what they learn to problems they encounter.” (Robler, Doering,[2007])

  I like how the elements necessary for successful integration of technology are presented as well.  I know that some of our classmates have mentioned that the lack of one or more of these essential elements in their teaching environments makes it very hard to get teachers to accept and use new technology.

  One of our classmates mentioned that she has a Smart board in her classroom, but she hadn’t been given the necessary on going training, so she doesn’t use it that much.  Our text mentioned the importance of on going training and mentoring.  These elements can help teachers to make the most of new technology.

   The TPACK or Technological Pedagogical Content Knowledge provides a great mechanism to help teachers evaluate where they are and where they need to be in order to begin to use technology in their classrooms.  There is a great graphic provided on p. 50 in Figure 2.8 that clearly depicts the three kinds of knowledge and how they interact.  The three types of knowledge include:  Content knowledge, Pedagogical knowledge, and Technological Knowledge. 

   The TIP or technological integration plan gives clear and simple steps to successful integration of technology. I feel that I can easily follow these steps and then use technology in my future classroom more effectively. 

   My muddiest point in all of this information is probably the idea of using the technology to gain the best possible advantages for my students.  It is hard because I’ve been out of the loop of teaching for so long. However, the TPACK and TIP ideas make using technology seem very feasible. I know when I finally get to teach in my own classroom again, I will refer back to this chapter in our textbook.