Applications of Learning Theories to Instruction was a required course, and for good reason. What would a Samurai be if he could not wield his blade? The sword is synonymous with the Samurai. He learns to wield it with great precision and it is at his side at all times, ready for use. Likewise, Application of Learning Theories to Instruction arms the Master of Educational Technology student with the knowledge they need to activate the theories in a practical way. A Samurai learns to use the blade in a variety of ways, depending on the situation. ETEC 512 explored a diverse range of theories such as behaviourism,. information processing perspectives, neurological perspectives, sociocultural perspectives via Vygotsky and Piaget, constructivism, and cognitive perspectives. The same way that a Samurai uses particular stances and grips for different kinds of combat, a savvy educator knows when and where to utilize the various theories and perspectives. The Code of the Samurai states that "Your duty is to study, practice, and master them, so you can be ever ready with them."

Artifact #1: Lesson Plan Critique
An indicative display of one's competency for applying the learning theories to instruction is the ability to recognise and evaluate their presence in a curriculum guide or lesson plan. ETEC 512 had me do such a critique to consolidate my learning of the various theories.
I chose to look at the Grade 5 Math curriculum of Newfoundland and Labrador because my practice brings me into contact with these documents frequently. The document that I critiqued, redacted with my annotated additions, can be viewed here. 
I focused on a specific chapter of the curriculum guide, Patterns in Mathematics, and viewed it through the lens of three separate theoretical perspectives: Information Processing, Neurological, and Constructivist. ​I concluded that relatively simple changes in the existing activities is all it takes to align the outcomes more closely with the perspectives I chose. 

Artifact #2: Online Learning Conference
​​Another assignment that effectively links theory with practice, the Online Learning Conference had us apply the theories in an online context. My group focused on the Neurological Perspective, exploring how recent advances in brain science are confirming theories and creating new ones through its empirical methods. We found that one strength of merging neuroscience with the field of education was the promise of hard data confirming or contradicting established practices. We noted that there are still a variety of flaws and challenges but on the whole we are optimistic that neuroscience and education have a mutually beneficial future. 

Reflection:
​​Once again a powerful aspect of a MET course is its practicality. Far from a stuffy theory course, this survey of teaching and learning framework was immediately applicable in my career. I was not very excited about ETEC 512 because over the course of my other degrees I felt that I had been steeped with enough theory to last a lifetime. However, by embedding the various activities in authentic situations, they were given a new significance in an educational technology context. The lesson plan critique, for example, was a document that I have followed but never considered the theoretical underpinnings. By analyzing it for those aspects, or lack thereof, I was able to practice formulating educational activities from the standpoint of different theoretical perspectives. 

If teachers out there are anything like me, they grew tired of talk of Piaget and Vygotsky by the end of their undergrad. However, the thinkers are integral to the field of education. They are clearly relevant to learning theory and practice. However, what could they possibly have to say about the changing states of the brains of people that interact in an online environment? Could they even comprehend such things in their lives? And so it is important to revisit these theories as our circumstances change and we have to find new theoretical grounding. I feel that ETEC 512 gave me the ability and flexibility to do that. 

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