Running head: Learning through critical reflection 1

EDUC 5103G - Assignment #1

Learning through Critical Reflection: a change in perspective
Sandy Odrowski (100157733)
For: Franois Desjardins
University of Ontario Institute of Technology
October 1, 2014

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Learning through Critical Reflection: A change in perspective
As a curriculum specialist at the Durham College Center for Academic and Faculty
Enrichment (C.A.F.E.), I have had the opportunity to design and deliver many workshops and
courses to faculty. Prior to my role at the C.A.F.E. I taught numerous courses in the dental
programs over a ten years. As a learner, I have been exposed to
During my first teaching career, as a dental hygiene teacher, my main focus was on the
attainment of student outcomes and covering the curriculum. We answered to an accrediting
body so I was very concerned with checking off the boxes and never really reflected much on the
way I was teaching. My use of technology was limited to organizing my content on slides so
students had everything they needed to know and I could be reassured that I told them everything
they needed to learn (how naive). I didnt realize it at the time, but my approach aligned
somewhat to behaviorist theory where I was mostly concerned with behavior that could be
observed and objectively measured, as opposed to internal processes such as thinking and
emotion (Chance, 2010). I always felt that I needed to do more but I didnt know what more
was.
I started to examine my teaching methods when I completed my undergrad degree in
Adult Education. However, I believe it is my current role at the C.A.F.E. and learning from this
Masters program that has transformed my teaching. Through the sharing of others beliefs,
values and perceptions, I have challenged my own assumptions.
I now have let go of wanting to control my students learning (as if I ever did!) and
started to support the learner in their own construction of knowledge based on their own
experiences and active participation in the learning process (Jonassen 1991). Moallem (2001)

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describes constructivist teachers as valuing collaboration, learner autonomy, reflectivity and
active engagement (p. 3). Harrison (2006) espouses that the role of the educator shifts from
providers of knowledge to facilitators of learning. The more I read about constructivist theory,
the more it resonated with me and has been the foundation on which I build my teaching
practice.
The next steep learning curve for me was technology integration into my teaching. I
began to recognize the power and potential of online learning rather than blithely assuming that
it cant be as good as face-to-face instruction. I held to solid pedagogical principles when
determining what type of technology I would use. I viewed technology as a tool and that
integrating digital learning into my courses would move mountains for my students. I was
convinced that I had a grasp on the purpose of technology in learning.
However, recent discussions with Francois and my peers has me doubting that I am doing
things right. Statements such as technology is learning and technology is not a tool but a
context has resulted in what Mezirow (1990) would call a disorienting dilemma. The good
news is that although I am at step one (of ten steps) of his transformative learning theory, I am
about to critically reflect which is really the crux of the next nine steps. I will discuss four
principles that resonate with my developing constructivist perspective on learning and choosing
technology for learning: learning occurs in a context, learning is active, learning is social and
learning is reflective. (Driscoll, 2002).

Learning Occurs in a Context: Is technology a context or just a tool?

I believe that learning occurs within a context through an interaction between a learner,
other learners and the learning environment. The learning environment must be safe, accessible,

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social and authentic to engage the learner. The learning environment may be a classroom, cafe,
the web or even the top of Mount Everest (some people consider that safe). A contextual
approach to learning recognizes that learning is complex and a multifaceted process and that for
learning to occur students must be able to process the information in such a way that makes
sense to them in their own frame of reference (Driscoll, 2002). The learner must find the
information useful and applicable to the world in which they live.
Digital technology has truly provided a real world platform for learners to use problem
solving skills and construct new knowledge in a diverse range of subject areas. Online tools such
as simulation activities, web quests and learning objects can help prepare learners to solve
complex real-world problems.
However, is technology on its own a context or is it a tool? Here comes the reflection
part. If I was asked to define the word tool, I would probably say it is a means to an end.
For example, a hammer helps us build a house and a rake helps us gather leaves. Are we looking
for a means to an end with learning or is it more about the journey? I believe learning is a
process and technology provides a context for deeper level learning that can result in a
transformative experience for the learner.
The introduction of the web has resulted in us living in a knowledge society where
information is at our fingertips. Therefore learning should not focus solely on content when
information is readily available but should focus on 21st century skills such as problem solving
and critical thinking. Therefore, allowing students choice in how they learn with technology
will provide them with a constructivist experience where they can explore complex phenomena
in an appropriate context for them. When choosing technology for learning I like to include the
learners (if possible) or at the very least make sure it is learner-centered.

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Learning is active and technology is active
Pedagogical activities should be guided by the principal: "What we have to learn to do,
we learn by doing (Aristotle). Learners should be active participants in their own learning and
have the opportunity to focus on the process of constructing knowledge, which in turn, provides
them with an opportunity to work with ideas instead of just the curriculum.
When choosing the type of learning activities, whether online or in-class, I often ask
myself the question: What will I be doing and what will they be doing? If I am solely lecturing,
the students are most likely doing nothing. If I ask students to turn on their computers and
research a topic, develop a mind map or collaborate in google docs, they are actively engaged in
the process of learning. Therefore, I would go so far as to say that technology when used
correctly is active learning. Thinking with the technology provides an arena for students to
organize new concepts and ideas relative to their own experiences which makes meaning out of
what they are learning.
Learning is social and technology is communication
One of the main reasons I decided to take my Masters at UOIT was the synchronous
delivery method. I am a very social learner who thrives in an environment where different
perspectives are shared and even sometimes challenged.
Vygotskys theory of social constructivism states that learning about teaching is a social
process and forming new knowledge occurs through sharing and comparing learning and
understanding with others (Eib & Miller, 2006). His Zone of Proximal Development" (ZPD)
theory describes the gap between what learners can accomplish independently and what learners
can accomplish through communication and social interaction. (Boettcher, 2007).

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Learning is social and technology is communication. We cannot just say that technology
has enhanced social interaction in many ways; it is a powerful form of communication. ICTs
have provided todays learner with access to a variety of communication technologies that are
not only community-building but provide anywhere-anytime learning opportunities. Tools
such as wikis, blogs, social media, discussion posts, and even emails provide a platform for
learners to share ideas and generate new learning.
Furthermore, use of technology can foster accessible learning that allows learners who
could not physically attend college or university to not only obtain an education but do so with a
community of learners. Inclusion and equity in education has evolved with the increase access to
technology. As an advocate of inclusion, I continue to see the immense transformative power
that technology has on students (and teachers). I know we have a long way to go but I believe
that technology will get us there.
Learning is reflective and technology is learning
I believe the ability to critically reflect is paramount to improve my practice. Examining
where I went wrong provides me with the opportunity to challenge my assumptions and make
meaning out of an experience. Therefore, providing opportunities for my students to reflect on
their learning allows them to examine their current beliefs by assessing the grounds on which
they were built. Critical reflection can lead to a deeper level of learning which in turn, can lead to
a conceptual change, knowledge transfer and action (Strampel & Oliver, 2007). Brookfield
(1995) maintains that one of the greatest gifts you can give your students and yourself is to
critically reflect on your teaching practice.
The use of technology to promote critical reflection which promotes learning is growing
in popularity. Computer-mediated technologies such as e-portfolios, online tutorials, discussion

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tools provide the learner with a platform for critical reflection. A simple discussion question such
as what does x mean to you? can often result in a shift in current beliefs or assumptions.
Therefore, I believe that technology can serve as a catalyst to promote critical reflection and
learning.
Conclusion
Where do I go from here? My beliefs about learning and technology (some newly
founded) have been validated through the literature and scholarly research has provided me with
a framework to support my convictions. What do I do now? I have reached the final step of
Mezirows Transformative Learning theory; using the new knowledge I have gained, I have
critically reflected upon and examined my personal perspective of teaching and technology
which has reorganized my frame of reference. Simply put, I have changed my way of thinking.
My next steps involve making some changes to my teaching practice as a result of my
findings. I know that further class discussions and reading others perspectives will result in
more questioning and examination of my own perspectives and I will learn much more from this
journey. Wilson and Melichar (1994) state the following Knowing who we have been and
where we have come from will help us understand the possibilities of what we can become. I
am truly excited to see who what I can become!

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References
Chance, P. (2010). Learning and behavior. Cengage Learning.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the
educational process. Lexington, MA: Heath.
EduGains. (n.d.). About 21st Century Learning in Ontario: Why is 21st Century learning and
teaching important? Retrieved from
http://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html
Harrison, E. G. (2006). Working with faculty toward universally designed instruction: The
process of dynamic course design. Journal of Postsecondary Education and Disability,
19(2), 152-162.
Jonassen, D. H. (1999). Designing constructivist learning environments. Instructional design
theories and models: A new paradigm of instructional theory, 2, 215-239.
Mezirow, J. (1990). How critical reflection triggers transformative learning. Fostering critical
reflection in adulthood, 1-20.
Moallem, M. (2001). Applying constructivist and objectivist learning theories in the design of a
web-based course: Implications for practice. Educational Technology & Society, 4(3),
113-125.
Hall, A. (2007). Vygotsky goes online: Learning design from a socio-cultural perspective. In
Learning and socio-cultural Theory: Exploring modern Vygotskian perspectives
international workshop 2007 (Vol. 1, No. 1, p. 6).
Strampel, K., & Oliver, R. (2007). Using technology to foster reflection in higher education. In
ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007.

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Wilson, A. L., & Melichar, K. E. (1995). A rhetoric of disruptionby way of attaining the not yet
in the future: remembering the past by way of challenging our present educational
practices. International Journal of Lifelong Education, 14(6), 422-433.