Reflective Essay #2: Reflections
Reflections in the Cave
Rochelle Henely
December 19,2006
# 6663 T1002
Throughout this course we have studied the many different ways that the Internet might be used to enhance teaching and learning in the classroom. We have read, discussed and used Dr. David Thornburg's four learning spaces. The many uses of technology in the classroom and the effect technology is playing on the role of the teacher have also been studied and discussed with our colleagues. We have also had the opportunity to view and critique instructional models; Internet Workshop, Internet Project, Internet Inquiry, and WebQuests. In the next few paragraphs I will reflect on my course experience and the concepts and strategies that will be of most use to me in the classroom.
In week one of Integrating Technology in the Classroom, Part One we were asked to research resources that support each of the learning spaces as presented by Dr. Thornburg. The Campfire can be compared to a lecture hall or a storytelling gathering. The learners listen and absorb data. Much of this data will be forgotten if it is not relevant to the students’ lives, thus collapsing the tetrahedron (Thornburg, 1996). Many websites provide the opportunity to view and gather data. Whether this exploration takes place in the form of an Internet Workshop or WebQuest, the gathering of data with the use of the internet is invaluable. In both forms of learning, the students are led to making their own discoveries (Leu, D.J., Leu, D.D., & Coiro, 2004), thus providing the internal importance needed for better learning.
The watering hole is a much more different form of a learning space than the Campfire. This conversational space creates the most difficulty in the learning environment. Although there are many forms of communication available on the WWW, email, blogs, and discussion boards, I do not see them as finding a place in my classroom yet. There is an advantage to opening this forum to students, but with it comes many responsibilities that I do not believe that my classroom is ready for. Of the instructional models we researched, the Internet project fulfills the needs of the watering hole. These interactive projects give the students the opportunity to work with others in collecting and sharing data. In our course, groups of peers worked collaboratively on the lesson of finding and critiquing different projects. This enabled us to experience the uses of watering holes on the Internet through using email and discussion boards to communicate. I think that this worked better with adults than it would with teenagers.
When one visualizes a Cave, they imagine primitive drawings for generations to
see. Not only the creativity, but also the posterity of the work is important.
The Internet inquiry is the Internet instructional model that I believe
coincides with the needs of the Cave. In an Inquiry, the students find a
question that is relevant to themselves. A student researches and quietly
ponders a question of interest. Typically the students shares his
learning in the form of a project. This is possibly the most important one of
the four learning spaces presented by Thornburg. In this space the creativity
shifts from the teacher to the learner (Canter & Winbery, 2003), thus
making the information a part of the student knowledge. This space can also
lead a learner back to the watering hole to share his ideas with others. Given
the opportunity to share gives the student a pride and ownership that will
cause the students to create better work.
The above three aspects of learning come together in the fourth space, life. This is where the students will apply and use the education gathered, created, and shared in the previous parts. Again, the Internet Project allows the student to create and share data with the WWW. The students will also analyze others work, leading to the higher levels of Bloom’s Taxonomy learning that are beneficial to all learners.
In reflecting on the four spaces and the four instructional models, I have found that each model fulfills a part of each of Dr. Thornburg’s learning spaces. In trying to state specifically which model worked within which space, I was not able to distinctly separate them. Understanding that learning takes place in many different forms is beneficial to both the teacher and the learner. Through reading and discussing these spaces in week one I was able to see the different aspects of my classroom environment that fulfilled these needs. I was also able to see the need for these spaces and instructional models to the different learning styles of the students. I have tried to ensure that my lessons leave room to utilize the Internet to support learning to meet needs of all the learners.
The second aspect of our reflection is to consider how the internet requires us to learn from each other. Although I personally have enjoyed the collaboration throughout the Walden courses, I am a Cave learner. I enjoy and learn so much from researching on the WWW and seeking material of interest to me and my classroom. Much of my research does lead me to using others work, such as WebQuest or Internet lessons. So, although I am a Cave learner, the ever-changing world of the Internet is better understood with a little help from our peers. The discussion boards and group project are great ways to learn from each other.
Many teacher workshops over the past few years in my district have been on the topic of Differentiated Learning. Although this is an important aspect for teaching children, there are many more areas that need to be brought to the attention of educators. I found the information provided by Dr. Thornburg on learning spaces much more valuable to my present classroom (Thornburg, 1996). We as teachers are aware of the many different learning styles, the reading and video (Canter & Winbery, 2003) provided information on the different learning spaces needed for educating a child. Knowing the sorts of learning environment students may use to gain knowledge will be useful in my teaching practice. Already I have tried to ensure that my students utilize the Campfire, Watering Hole and the Caves in our lessons so that they may be prepared for the fourth space, Life.
Resources
Thornburg,
Leu, D. J., Leu, D. D., & Coiro, J. (2004). Teaching with the Internet K–12: New literacies for new times (4th ed.). Norwood, MA: Christopher-Gordon. Laureate Canter,L., & Winberry,K. (Directors).(2003). Program one: Learning spaces and the web.[Motion picture]. In C. Arnold (Producer), Integrating
technology in the curriculum, part one. Los Angeles: Laureate Education,Inc.