Education Philosophy
STEM Tools, Devices, and Simulations
As an educator, I am committed to being a lifelong learner by endeavoring to explore new theories, practices, and technologies constantly. It will ensure that I remain relevant in the ever-changing instructional technologies in the digital age. Struggling to acquire new knowledge will hone my empathy for the student experience in higher education and seasoned professionals looking to add new skills to their current practice. I will continue to look for opportunities to further my knowledge and practice and develop a strong network of like-minded and technology-focused educators to continue to hone my skills. I am currently an ISTE-certified educator and an aerospace education member of the Civil Air Patrol. Both institutions have provided opportunities for me to develop a growth mindset as I worked to attain their certifications. It is vital as an educator to leave your comfort zone and explore new horizons you can later share with your learners.
Perry's theory was the most impactful for me as a professional development coordinator. His reflective judgment model captures the essence of tenured teachers cemented in their current teaching methods. As many have been educators longer than I have been, I must listen to them and understand their everyday practice. Their years of experience need to be validated before I call attention to solutions to help make their jobs more streamlined or easier. I can also benefit from their years of classroom experience and see my technology suggestions in a new light. In the past, I would plow through the material I needed to cover as prescribed by the administration. Still, the reflective pause and dialog with the learners would make the session more impactful for all involved, including myself.
I found the article by George Siemens on Connectivism: A Learning Theory for the Digital Age fascinating and relevant. I want to include contemplative reflection and meditation in my future lessons, professional development, and instruction. In Kolb's experimental learning cycle, the need to relax the body and focus on the sense of touch, sound, sight, and smell creates a concrete experience for learners. Some of the past participants in my professional development sessions have a deep-seated fear of technology. They mistrust the possibility it will remove them from their comfort zone. I have not done anything in the past to address this other than to smile at them reassuredly. Their emotions can overpower their cognitive abilities. Mindfulness exercises can also help those learners release the fear of missing critical information. A quick session on Padlet, asking learners to divulge their concerns about the new technologies or methods they will learn, is crucial for my understanding of their fears. Padlet allows for public discourse, but the participants' names are anonymous. This anonymity gives the shy and introverted a voice in the mindfulness activity. I would also do the same exercise to discover the learner's strengths. I would ask them to share what they are doing with technology in the classroom that has been successful and are proud of implementing.
Understanding their concerns, fears, and successes before diving into a lesson or professional development activity allows me to reframe the session to waylay fears and worries, as suggested by Kolb. They gather information, make meaning of their current knowledge and desire to learn, and create new practices together. I would allow them to break into groups and test the new idea or approach. I would then offer feedback and let them critique and suggest ideas to each other. Contemplative reflection and meditation are vital elements of the learning process. In David Kolb's experimental learning cycle, the need to relax the body and focus on the sense of touch, sound, sight, and smell creates a concrete experience for learners. This experience can be replicated in a virtual environment to advantageous effect through hands-on activities. Furthermore, an article by George Siemens discusses the effect that using new learning tools has on instruction. It impacts how a learner sees connections between ideas and concepts and how non-human applications can enhance and change the learning process.
Virtual Reality as an immersive experience is an optimal venue for learning a new language. The above learning theories mesh seamlessly as I further develop my immersive and virtual classroom for language learners. The Foreign Language Annals published that technologies that let learners embody an avatar can create immersive environments with sounds and images to replicate real-world scenarios. Therefore, a virtual platform can remove the stress of high-stakes communications as individuals can practice in a safe but life-like simulation. Thus, the VR environment can provide an authentic experience of an event that can be as rich and varied as what they will encounter in real life creating authenticity and relevance for adult learners who are interested in learning a new language as a life skill and not just for academic interest. For many adult language learners, acquiring a language is a survival skill and they will have a sense of urgency to learn it quickly. A virtual classroom provided an area for both structured and independent study is a welcome tool to such learners. Immersive VR environments can have a more substantial impact on learners when compared to traditional rote settings. The time to develop immersive learning environments is justified, particularly for language learning. Much like professional development with teachers, my adult learners bring a wealth of prior knowledge and experience, which needs to be honored and respected. Once again, I find great value in Kolb’s learning cycle. Some learners will feel very comfortable in a virtual environment after playing video games for many years. For others, this could be their first experience. Terminology and platform used must be introduced equitably and have the new video game player in mind. It is critical to find the balance between the veteran player and those new to the technology so that all feel supported and comfortable in a virtual and immersive learning experience.
Understanding development theories is an unending journey that will result in more powerful lessons and more engaged learners. It is a journey I plan to enjoy for the rest of my life. It is critical that I stay abreast of new developments in both technology and learning theories to ensure the best possible teaching practices in the emerging metaverse. It is equally essential that I develop applications and metaverses that are inclusive and can reach all learners. Any instruction using technology has to be accessible to various devices and accommodate all learners. The curriculum must include Universal Design for Learners and accessibility features in every lesson, activity, and project created for learners. These new and vanguard technologies should be tested and reviewed by a peer and a beta-tester to ensure that both UDL and accessibility needs are met. In the end, if a STEM Tool can only impact a small niche group of students, I feel the tool has failed and needs to be revamped and reimagined.
REFERENCES
Blyth, C. (2018). Immersive technologies and language learning. Foreign Language Annals 51: 225-232.
Brill, J., Kim, B., Galloway, C. (2001). Cognitive apprenticeships as an instructional model. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Konak, Clark, T. K., & Nasereddin, M. (2014). Using Kolb’s Experiential Learning Cycle to improve student learning in virtual computer laboratories. Computers and Education, 72, 11–22. https://doi.org/10.1016/j.compedu.2013.10.013
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf