EDLD+5364+-+Week+1+Reflection

Reflection Week 1- February 29, 2012 The first week of EDLD 5364 has been full of readings, videos, and virtual collaborative discussions. I learned about the three learning theories: constructivism, connectivism, and cyborg theory. The constructivism learning theory suggests that learners build knowledge on previous knowledge, and the foundation for learning is our previous experience. It is easy for me to accept this theory because it is familiar and makes sense to me. I can easily visualize a building going up, and the use of scaffolding to continue construction on the foundation. There was a significant amount of time and readings dedicated to this theory, and there were scenarios describing a constructivist classroom (Sprague & Dede, 1999). I have found those scenarios to be very helpful to me. I spent the majority of my education in traditional classrooms, where I have been passive, and the teacher was the giver of knowledge. As I read the scenarios of the traditional classroom versus a classroom designed around a constructivist theory, I immediately understood the value constructivism. I have, and have seen others, “nod out” in classes where the teacher simply lectures and tests with multiple choice questions. The teacher has no enthusiasm, and therefore, there is no enthusiasm to energize the students. In a constructionist classroom, the learning is turned upside down, with the learner actively engaged and directing the learning activity. The teacher in this classroom is not the sole receptacle of knowledge, but a facilitator for the students. Students are free to create, surf the Web for information, collaborate and design a project of their choice that fulfills the basic requirements laid out for the lesson. Just reading how some of those classrooms were conducted excited me. I know when I recall the definition of a constructivist classroom I will remember Elizabeth Adrian and her principal’s evaluation of her work (Sprague, D., and Dede, C., 1999, p.8-17). The connectivism and cyborg theories are a little more unfamiliar to me. Connectivism says the foundation for learning is not static, but rapidly changing because of 21st century technology, and learning occurs as part of a social network of many connections and ties (Drexter, 2008). Cyborg theory is even more dramatic because it describes the union of man and machine as the future of accelerated learning. Many of the ideas I have read and pondered this week are new to me. I believe I will continue to think about them much longer than the length of this class. With each course I am more delighted I decided to continue my education in Educational Technology. It has opened up and entire new world to me.

Drexter, W. (Producer). (2008). Networked student. [YouTube broadcast]. Retrieved from [] student-in-plain-english/

Sprague, D. & Dede, C. (1999). If I teach this way, Am I doing my job: Constructivism in the classroom. //eading and learning, 27(1).// Retrieved February 28, 2012 from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivism.pdf