Connectivism Reflection

The idea of connectivism is a new concept to the world of education, but, in reality, the idea of learners, especially adults, using real life connections and interactions as their greatest source of knowledge is not new.  Connectivism is  being "driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired, and the ability to draw distinctions between important and unimportant information is vital. Also, critical is the ability to recognize when new information alters the landscape based on decisions made yesterday” (David, Edmunds, & Kelly-Bateman, 2008). These ideas may seem radical in the world of education today because educational psychologists and theorists attempt to use the same theories of learning for both younger and older learners.  The three original learning theories (behaviorism, cognitivism, and constructivism) began before the modern age of technology (Siemens, 2005).  The idea that technology could have such a radical impact on education is difficult for many in the world of educational psychology to comprehend, but in order for a person to understand the true nature of learners today, one must take into account the factors of technology and real world interactions.

I grew up in a time when the education technology was starting to appear in the classrooms.  The first computer I would use was a Radio Shack Tandy and was all text based (no graphical user interface).  It is at this point that my love of technology and computers began to flourish, and I found myself desiring to learn more about them in and out of the classroom.  I began to think of ways I could use technology in my classroom, and how it could make my teaching experience more enriching for myself and my students.  It grew to the point where I left education for a short period of time to pursue my love of computer and work in a software company.  

My two years away from the world of education was an asset in my growing knowledge of technology, but I never lost my love of education and teaching.  In fact, my time at the software company was a benefit to me now.  I am now able to use my real world experience in technology to even greater extents in my classroom.  It is enjoyable to watch my student be wowed from something I put on my whiteboard that has something a little extra fancy in it to catch their eye.  

The world of technology is rapidly changing day by day, and I attempt to keep up with all the new technology by reading blogs, online technology and educational journals, and online new sources.  My favorite technology tools I use today in my classroom and my own master's courses are my laptop, personal server, smartphone, and my iPad.  I would also have to include my whiteboard and projector as well inside my classroom.  

So how does all this work in to my own network of support and learning?  I learn through interaction with others in the world of technology and education.  I learn through online tools such as search engine databases when I come across a problem or question I cannot answer.  It has literally put the world of education and learning at my fingertips.  My learning from the time of high school up to today is an actual example of connectivism at work.  I can look back at the last 20 years of my life and see how my interaction with technology and my peers has made my knowledge and learning grow. 

References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Siemens, G.. (2005, Apr. 5). Connectivism: A Learning Theory for the Digital Age. elearnspace Retrieved Feb. 2, 2012,