Reflection

This website has been created as part of Education 5103. It is a personal reflection of what I have learned from this course. This course was spread over a 13 week period. The first nine weeks were devoted to the exploration of the different ID models that are available for use by teachers to promote learning. The following is an itemization of the topics covered over the pass thirteen weeks.

Week 1 and 2: Learning Theories in the Context of Software Integration/Information Technology.
Week 3: Learning Theories - Mindtools and Cognitive Flexibility Theory.
Week 4: Comparing the Theories of Mindtools and Cognitive Flexibility.
Week 5: How Learning Theory affects software Integration and Instructional Design.
Week 6: Introduction to Instructional Design Concepts.
Week 7: ID Model Components: Part I
Week 8: ID Model Components: Part II
Week 9: Inspection and critique of a particular Information Technology Instructional Design model.
Week 11: The Future of ID in Instructional Technology

Throughout this course we have examined many different Instructional Design Models and how they can be used in the area of Information Technology. We also looked at the different ID models with respect to the learning theories they incorporate. Three learning theories have been discussed throughout this course. They include the theories of behaviourism, constructivism, and congnitivism. This course provided insight and a better understanding of these three theories. From my interpretation of the material covered, constructivism seems to the theory of choice when applied to ID models.

Week 5 Posting

Application Software
  1. Compare and contrast types of application software with respect to constructivist and directed instruction theories (or other general learning theories).
As Meagan mentioned in her posting, almost all types of application software can be applied to either Constructivist or Directed instruction theories.  Some students are capable of taking any piece of software, construct their own knowledge, and then use this particular piece of software.  While other students need much guidance and instruction to accomplish simple tasks.  I have used Virtual Lab Electricity with my Grade Nine technology class in the past.  Some students needed very little to no instruction to use the software and complete the assigned task while other students needed to be instructed on how to complete the simplest task.
  1. Under what context would you use the various types of application software (i.e. what subject, grade level, setting, student-ability level, etc.)
I personally have used application software in both Grade 8 and 9 Technology.  Microsoft PowerPoint and Microsoft Word are the two main software programs that I avail of.  In Technology Grade 9, I have used Virtual Lab Electricity for several years and as mentioned above, the student’s ability to grasp the concepts associated with the software determines the amount of success that they have with it.  I have also availed of both PowerPoint and Word in just about every class that I teach.  Students can use these two application software to complete assignments that are given throughout the school year.  When using these two software programs, the student’s ability to use that software easily shows through.  With PowerPoint some students are capable of using all components of the software such as animation, slide transitions, hyperlinks, etc. while others just concentrate of the basic idea of inserting text.  The same ideas can apply to Microsoft Word.  Over the next several months I will be introducing two new application software programs to the grade nine technology course.  These include Solid Works and Master Cam. Both programs are used in conjunction with a CNC Router to help students design and create wood items that they can produce using the router.  This should be an interesting task because I have to first master these programs myself.
  1. What learning theory(ies) are at play for the software applications that have been mentioned during your discussion?
The software mentioned above can use a variety of learning theories depending on the student’s ability to work independently or if they require a fair bit of guidance to grasp an understanding of the software being used.  If students are able to work independently, constructivism may be used, but on the other hand, if students need constant monitoring and guidance, direct instruction may be the learning theory of choice.
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