In my classroom, learning is understood as a dynamic, interactive, student-centered, and holistic process. This approach integrates multiple theories to explain how students acquire knowledge and skills. Central to this understanding is the belief that learning is most effective when students are active participants in their educational journey. Student-centered learning places the individual needs, cultural backgrounds, interests, and abilities of students at the forefront of the educational experience. Instead of a one-size-fits-all approach, this method personalizes learning by allowing students to explore, create and have a voice in what and how they learn. This empowers students to take ownership of their education by constructing their own knowledge, fostering a sense of responsibility, and independence.  Recognizing the integral role of technology, my learning theory includes the integration of educational technology which supports student-centered learning and real-world application.

Further enriching this framework is the situative perspective, which posits that learning occurs when students are immersed in authentic, real-world experiences. Learning methods that are embedded in authentic situations are not merely useful; they are essential. (Brown, Collins, & Duguid, 1989). Learners who engage in real world activities are able to demonstrate higher levels of knowledge through creativity and collaboration (Behling & Hart, 2008). Work-based learning environments and simulations provide students with opportunities to apply their knowledge in practical contexts, making learning more relevant and meaningful. In my classroom, students are using educational technology platforms that simulate the internet and how it works.  Students are experiencing in real-time how the internet sends and receives information.  Students are programming micro:bits to create networks that allow them to communicate with one another. Students use digital technologies to collaboratively create animations, videos and podcasts.  These experiences help students to see the value and application of what they are learning beyond the confines of the classroom.  

Culturally relevant pedagogy is another critical element of this learning theory. Ladson-Billings argues that students learn best when their cultural experiences are acknowledged and integrated into their learning process (Ladson-Billings, 1995). By designing lessons that connect with students' cultures and real-life experiences, and by using materials that reflect cultural diversity, learning becomes more inclusive and reflective of the students' backgrounds. For a computer science project, students create apps that address societal problems or issues relevant to their communities, thereby validating their identities and enriching the learning environment with diverse perspectives and experiences.