My philosophy of learning in this digital age we live today is based on the idea that the use of technology enables students to gain immediate and effective access to information which promotes high levels of interaction, activity, and motivates them to learn (Ertmer & Newby, 2013). How students learn is a direct impact on the use of technology to (1) increase and improve student learning by providing teachers and students with access to up-to-date relevant content (2) provide skills practice sets with the use of software and the Internet (Wardlow, 2014); (3) provide real-world simulations with the use digital tools such as web 2.0 tools (facebook, linkedin, twitter, instant messaging, blogs, emails) and 3.0 tools (google drive, google docs, google chat, clouds, mobile computing). These tools provide a means for learners to connect with others to collaborate and gain additional information (Friedman & Friedman, 2013). Students today are accustomed to a digital, media-rich, and network world with educational expectations of being participative, engaging, and an environment that is active (Siemens, 2004). With the changes in teaching methods, students today also known as digital students prefer learning by doing.
Connectivism is a valuable learning theory that shifts the theory of learning into the digital age. Connectivism explains learning as being operational knowledge that is housed externally and affords individuals the opportunity to acquire more knowledge (Siemens, 2004). Learning is the process of creating networks. Learning networks are external structures that we create in order to stay current and constantly gain experience, create, and associate new knowledge. Internal structures of learning networks are the process of connecting and creating patterns of understanding. With the concept of learning networks, the capacity to know more is significantly more demanding than what is already known (Siemens, 2006).
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71. doi:10.1002/piq.21143
Friedman, L., & Friedman, H. H. (2013). Using social media technologies to enhance online learning. Journal of Educators Online, 10(1), 1-22.
Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://elearnspace.org/Articles/connectivism.htm
Wardlow, Liane (2014). Teaching in the digital age. Retrieved from http://researchnetwork. pearson.com/wp-content/uploads /DigitalAge_AccessReport_021714.pdf