It bothers me a little that learning has to be qualified as “meaningful”. My hope is that learning itself is meaningful and purposeful; so the fact that we have to clarify it as such can be disturbing. However, I also understand where Jonassen, Howland, Marra, and Crismond (2008) are coming from- meaningful in that the student must take an “active, constructive, intentional, authentic, and cooperative” (p. 2) role in his or her learning activities. By the student taking on a role in his or her learning, he or she becomes engaged and involved in the process, allowing learning to become meaningful in a variety of ways. To allow the students this opportunity, technology can be incorporated in the learning process in many ways, from using it to present information to the students, to provide them a means to express their knowledge, to partner with the students as a means of obtaining and knowledge.
Joyce, Weil, and Calhoun (2009) suggest many methods by which a teacher can make learning meaningful and useful to a student. Joyce et al (2009) discuss several methods, each with a different approach to creating learning communities and involving the student in the process. Some of those models include inquiry training, inductive thinking, jurisprudential model, and the group investigation model (Joyce et al., 2009). Throughout chapter two, various models of teaching are presented within the information-processing, social, personal, and behavioral families, which focus on enhancing a student’s desire to understand things through problem solving, creating a learning community, focusing on the individual, and self-correcting via a task and feedback, respectively (Joyce et al., 2009).
It is in the combination of these models and the concept of meaningful learning with technology that teachers can apply the TPACK concept in their classrooms. Each teacher can sift through the various models and methods to find the most effective means of combining pedagogy with the appropriate technology for the concept so that students can actively engage in the learning process to make it meaningful.
Joyce et al.’s (2009) third chapter enlightened me to many topics brought to the surface in educational research, like the rising percentage of women enrolled in college and its link to gender differences in elementary learning and the connection between those who graduate high school and their family income. It also reminded me of the types of research designs found most commonly in the literature including descriptive research and intervention studies and how the results have been applied in the schools. Chapters four and 19 started to pull together how different models and methods of teaching can be brought together in different styles, on the part of both the teacher and the student. Chapter 19 revisits the concept of the optimal mismatch, where growth in learning and learning in different environments can only occur in an uncomfortable environment where students are challenged to adapt and find new ways to deal with the situation.
A few items in this week’s readings made an impression on me as I began to process the information and put it all together…
The example given by Joyce et al (2009) in chapter one regarding the teacher who began the first day of class with an assignment is how I would like to begin my first class. I think it truly sets the tone of the classroom and defines your purpose through actions instead of words. I believe it shows the students that you are confident, competent, and challenging. I also fear it walks the fine line of intimidation, but I believe that can be managed by a pleasant and excited tone of voice and by taking time during the first assignment to personally meet each student and learn something about them, showing them you truly have an interest in them as a student and as an individual.
Next is to makie sure to include a variety of teaching models to accommodate many different learning styles. When one student learns best by visuals, the next by reading, by scenarios, by role playing, by problem solving, etc., you can easily keep yourself busy making your instruction varied and exciting. Not only by incorporating various models of teaching in your teaching style will you reach different types of learners, but you will also put each learner into at least one environment in which they experience discomfort. By doing so, you can create that optimal mismatch to challenge your students to grow in their learning capabilities and allow them to create new skills to deal with new challenges.
Joyce et al (2009) also write that each student will come into your classroom with his or her own experiences, emotions, motivations, and behaviors. Just like learning styles, these differences among students will influence the ways in which they learn. Again by incorporating various techniques and models of teaching into your personal style, you will be able to reach each student to help them make a valuable and meaningful connection to the content.
And finally, one of my goals when teaching will be to establish a productive learning community in my classroom. I’ve been in several classrooms over the years that turned into hostile or uncomfortable learning communities, for a variety of reasons, and in each of those classes, I felt as though I learned considerably less than I expected. Each day I was focused more on the distracting atmosphere of the community rather than the material I needed to learn. My goal in the future will be to employ models of teaching that foster positive community development where each student works together to help each other achieve common and individual goals so that each student has the ability to be both a student and a teacher. How exactly I will do that… I have no idea yet, but I’m sure experience, research, and advice will help me figure that out in time. And yes, I’m sure I may be showing my limited classroom teaching experience with that goal, but regardless, my hope remains the same.
References
Jonassen, D., Howland, J., Marry, R. M., & Crismond, D. (2008). Meaningful Learning with Technology (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Joyce, B. R. Weil, M., & Calhoun, E. (2009). Models of Teaching (8th ed.). Boston, MA: Allyn & Bacon.
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“Meaningful in that the student must take an “active, constructive, intentional, authentic, and cooperative” in Jonassen, Howland, Marra & Crismonds (2008) depicted for me that it is more than the educators responsibility to make sure learning takes place. This is where I feel that there needs to be accountability and responsibility in the classroom. I believe starting the class exampled by Joyce, Weil & Calhoun (2009) would represent just the edge that educators need to put the ball in the learners court.
Jonassen, D., Howland, J., Marry, R.M., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Joyce, B.R. Weil, M., & Calhoun, E. (2009). Models of teaching (8th ed.). Boston, MA: Allyn & Bacon.
Amy, I really enjoyed reading your blog. I was happy to see the points about how learning stlyes affect the outcome od student learning. I too feel that it is important to take the time to be ware of the group dynamics of the classroom, and the different personality types and learning styles. Learning communities give students a sense of belonging, and in my opinion networking opportunities that help to build collaborations. Noe, for the first day of class, I probably would not give an assignment. I would try to take some time to learn about the students as well as give an opportunity for the students to learn each other. I would talk about my teaching philosophy, take qusestions, and then ask questions. I like to do an activity that calls for participants to share their “hopes. fears, and expectations for the training/workshop/or class. Depending on the age group of the participants. Thanks for posting this blog – I enjoyed reading it. – Toyinda
Amy – An excellent post! In particular, I appreciated seeing your statement that “It is in the combination of these models and the concept of meaningful learning with technology that teachers can apply the TPACK concept in their classrooms.” You see, this is exactly why CIMT 665 and your assignments are structured the way they are.
Friday through Sunday I attended a workshop on teaching software testing. Optimal mismatch came up as a point that received extensive discussion/debate.