Reflection for Bridging Learning Theory, Instruction, and Technology

My personal theories reinforce early theories that I studied and identified with in Walden course called, Bridging Learning Theory, Instruction, and Technology. I identified with Jerome Bruner (1915-) a Constructivist theorist.

Bruner's theory stemmed from the idea that society as a culture shapes who we are and how were think of ourselves. He writes that we should be encouraged and promote our students to seek and understand culture and "go beyond the cultural ways to innovate...to create"(Clabaugh,2009,p.1). I agree with his beliefs that students need to "take part in the process of knowledge-getting" (2009). Being aware of this, I am encouraging my students to seek information on their own using technology as a support. Bruner also believed that society as a culture shapes who we are and how we think of ourselves. With this knowledge and innate understanding, I encourage my students to "go beyond the cultural ways to innovate...to create". Bruner said,"Each must be his own artist, his own scientist, his own historian, his own navigator" (2009). I have adjusted my teaching habits by planning more technology support lessons that allow the students to seek information and organize it. This week, all my classes have participated in creating Power Points to organize and strengthen the connection to the Elements of Art. Applying the power point has enabled my students to construct and build images that exemplify design foundations. They were seeking definitions, creating their own definitions, searching for images, and taking home the unfinished power points in their USB drives to work on at home! Letting these digital learners loose on the computers was like unleashing a fire hydrant in a city street on a hot summer day. They were helping each other. They were excited! I was sharing a new tool with them after a student taught me. This was constructivism in its glory. Jerome Bruner would be proud.

On skilled projects, I spoke of pencils and the misconception of us thinking there was lead in them. I asked my students if anyone would like to seek information and share it. One student did that and read it the next day using the document camera to show her writing and illustration to the class. I have modified my ways. I am anxious to use Voice Thread or have them make an audio recording geared towards a short interview. These mind tools will support learning for the art curriculum. It meets my learners somewhere in the 21st century.

One long-term goal for me is to establish an opportunity for students to make journal posts based on an objective from my Fine Arts program. The threaded discussion will allow students to discuss what they thought about an art reproduction, or the life of an artist. They can offer their opinions that are curtailed during a class period.


Clabaugh, G. K. (2009). Jerome Bruner’s Educational Theory. New Foundations, Advance online publication. Retrieved August 17, 2009, from http://www.newfoundations.com/Gallery/Bruner,html

Voice Thread Speaks Volumes for Education

Voice Thread has been enticing to use. It adds warmth and depth to sharing and understanding an issue or theme for any content area in education. I also think it would be a powerful way to
use with faculty members for school issues or event planning. My verdict is good. I like it.

Check it out.

http://voicethread.com/