Nine months ago, I stated in my Learning Manifesto that I believed that all students are capable of learning. I stated it was my belief there are teachers who tend to “stray away from using technology whether because the lack of training, too much training, or a push back to technology.”

We tend to think that our ideology of learning should be developed to meet the needs of all; the reality is some students can recognize what they don’t do well and tend not to try. I continue to think about how to greatly impact the learning of students who tend to not want to put in the effort for the learning along with those students who are actually interested in learning. There are days when I can identify with both. It is my belief that students have a difficult time focusing and when trying to build a program that is necessary for student input, we tend to forget that the students have to “buy in.” 

One of the aspects I came to accept in as a change in my learning philosophy is a combination of being more of a cognitivist rather than a constructivist or a behaviorist. “Cognitive theories focus on the conceptualization of students’ learning processes and address the issues of how information is received, organized, stored, and retrieved by the mind. Learning is concerned not so much with what learners do but with what they know and how they come to acquire it.” (Jonassen, 1991b). (Newby, 2020)

It is my belief that all of the previously mentioned theories can be utilized, I want to see to what they know and how they can use it. We have to identify how to match our teachers with digital learning. We can no longer be limited by our own prejudices to not use technology; we are not at a time where it is a necessity. As the world continues to deal with the pandemic and school districts are keeping students away, we now have to be able to give an academic environment virtually to satisfy our educational requirements. “…the innovative English classroom teaching based on online computer technology and analyzes the teaching effects of this model in terms of the video and audio transmission quality and teaching effect investigation. The results prove that the teaching model can achieve urban-rural integrated teaching, improve students’ interest in learning.” (Gong)

Bibliography

Gong, Y. (n.d.). Innovative English Classroom Teaching Based on Online Computer Technology in Rural Middle and Primary Schools. Retrieved from Paper—Innovative English Classroom Teaching Based on Online Computer Technology in Rural Middle…: https://doi.org/10.3991/ijet.v13i10.9449

Newby, P. A. (2020, 15 3). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Retrieved from http://northweststate.edu/wp-content/uploads/files/21143_ftp.pdf