April 20, 2010
Reflection
During this class, I learned about emerging technologies and how they can be used for educational purposes. In my “changing the game” assignment, I demonstrated my knowledge of one of the latest technology trends that is being used in our today’s schools. My lesson, which incorporates the use of an online learning module, provides students with many skills that will help them prepare for the 21st century. In addition to learning eighth grade content, the technology-rich environment of online learning helps them strengthen their technology, research, problem-solving, collaborative and higher order thinking skills. They are learning how to become more independent, self-directed learners, finding information and answers they need and improving their study skills. (Young, Birtolo, & McElman, 2009)
Advances in technology are leading to new inventions and the continuous improvements of existing tools. It is important to stay informed of new technologies and think about how they can be used for educational purposes. The Horizon Report, which provides information on the latest technologies that can potentially be used in the areas of teaching, learning and creative inquiry is a great resource for teachers (Johnson, Levine, Smith & Smythe, 2009). In order to keep myself updated on the newest trends, one of my goals is to access resources like the Horizon Report on a regular basis and learn about new ways I can engage my students in learning.
In my efforts to transform teaching and learning in my school, I need to raise awareness of the 21st century skills and the value of incorporating them into our teaching practices. To accomplish this task, I need to share my resources and ideas for using emerging technologies, like online learning modules, multi-user virtual environments and digital gaming. Technology is becoming increasingly more popular in today’s K-12 and college classrooms. It is vital that students not only learn how to use existing technologies, but that they also learn how to learn about new technologies. We need to prepare students for their future education, their careers and their life.
Johnson, L., Levine, A., Smith, R., & Smythe, T. (2009). The 2009 Horizon Report: K-12 Edition. Austin, Texas: The New Media Consortium.
Young, J., Birtolo, P., & McElman, R. (2009). Virtual Success. Learning & Leading with Technology, 36(5), 12-17. Retrieved from Education Research Complete database.
February 27, 2010
Reaching and Engaging All Learners: Reflection
During this course, I learned about the Universal Design for Learning and how it is used to help all students achieve success. By providing students with many options for presentation, expression and engagement, we can eliminate barriers that prevent learning and maximize learning opportunities. (Laureate Education, Inc. 1, 2009) Once we get to know our students and learn about their differences and needs, instruction can be differentiated by readiness, interests and learning profiles. I learned that Differentiated Instruction is not as complicated as I once thought and I learned many new ways I can apply it in my classroom.
Technology provides us with many tools and resources that can be used in the classroom to meet the needs of our students and provide them with many different learning opportunities. The social networking site that our group created allowed us to share our learning from this course and our resources. I not only gained new resources that I can use in my classroom, but I gained many new ideas for using them from my colleagues. For example, I was not previously familiar with mathgoodies.com which includes helpful information for differentiating instruction, interactive lessons, games, puzzles and worksheets. After exploring the site, I added it to my bank of math websites. As I learned about the many benefits of using webquests for differentiating purposes, I found a classmate’s post about a site that is very helpful for creating my own webquests, called webquest.org. Through communications and discussions with our colleagues, w can expand our knowledge of educational resources and instructional ideas.
As I work on implementing the principles of the Universal Design for Learning and Differentiated Instruction into my classroom, I am making adjustments to my classroom instruction one step at a time. Even though I have been using some technology in my classroom, I want to continue to learn about more ways I can use digital resources to present content and engage students, and provide students with more ways to express themselves and their learning. My immediate plans include changing my classroom environment to making it more student-oriented, where students are taking more responsibility for their own learning and becoming independent learners. With technology, students can independently use interactive websites, multi-leveled software programs and collaborative websites. There are many benefits of using technology in the classroom which include making lessons more engaging, customizing and personalizing learning, allowing students to create artifacts, enabling students to connect with the real world, preparing students for the 21st century and making learning fun. (Laureate Education Inc. 2, 2009)
Laureate Education, Inc. 1. (Executive Producer). (2009). Universal Design for Learning. [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. 2. (Executive Producer). (2009) Introduction: Reaching and Engaging All Learners Through Technology. [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.
December 26, 2009
GAME Plan Reflection
As I developed and worked on a GAME plan for this course, I was encouraged to come up with new strategies that can be used in the classroom to increase the learning of students. Through the course resources and interaction with my colleagues, I have learned about many ways I can integrate technology into all content areas. Of the many methods that will help engage students in higher levels of learning, I found that problem-based learning, online collaboration, and digital storytelling lessons can be very beneficial in helping students build the skills they need for the 21st century.
Most importantly, my GAME plan helped me become a better self-directed learner. As I searched for ways to incorporate authentic learning experiences into my classroom, I found that there are many resources available to guide me through the learning process. My beliefs about the importance of being a lifelong learner have been reinforced as I became more aware of the many changes in technology. In my efforts to continue my professional growth, I know I must be a self-directed and lifelong learner. “As a self-directed lifelong learner, you’ll be able to respond to the rapid and continuous technological changes that inevitably will occur during your professional career, keep your skills up-to-date, and better meet the needs of your students today and in the future” (Cennamo, Ross & Ertmer, 2009, p. 7).
I plan on continuing to work on my GAME plan, while I increasingly incorporate more authentic learning activities and technology into my instruction. I will introduce my students to the NETS-S (National Education Technology Standards for Students) and teach them the significance of these standards in the 21st century. In order to teach my students how to take responsibility for their own learning and become self-directed learners, I will introduce them to the GAME plan process and take them through the step-by-step process of developing their own GAME plan to achieve their own learning goals.
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
December 17, 2009
Using the GAME Plan Process with Students
As I looked at the NETS-S (National Education Standards for Students) and the NETS-T (National Education Standards for Teachers), I found many relationships between the two. For almost every teacher standard, there is a related standard for students. For example, teachers need to facilitate and inspire learning and creativity through the use of technology and students need to use technology to demonstrate creativity and innovation. In order for teachers to meet the NETS-T standards, they must provide students with learning experiences that will help them meet the NETS-S.
Before I developed my GAME plan, I reflected on my own technology skills. I first noted my strengths and weaknesses and then came up with a goal that would help me increase my technology skills, so I could provide students with better learning experiences. As I think about how I can use my GAME plan with students, I first would make students aware of the NETS-S. Just as important as posting content area standards for math, science, language arts, and social studies in the classroom, technology standards should also be posted. In my current teaching practices, I make students aware of the Ohio Content Standard we are covering with each lesson. As I begin incorporating more technology into my content area lessons, I plan on sharing the technology standards for each lesson with students, also. Students need more exposure to technology and to the technology standards.
Students need to understand the importance of meeting the NETS-S standards for educational purposes and for real life situations. Students may have difficulties comprehending them at first, so I may have to write them and/or explain them in simpler language that they can understand. Once students understand the standards, they can assess their own skills and come up with their own goals for meeting the standards. By having students create their own GAME plan, they can learn how to take responsibility for their own learning and become self-directed learners.
December 10, 2009
Revising My GAME Plan
The two NETS-T standards that I am working on are as follows: 1. engage students in exploring real-world issues and solving authentic problems using digital tools and resources; and 2. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
So far, I have learned about many ways that I can incorporate technology and various authentic activities into my instructional practices. My actions have led me to find and learn about several programs and resources that can enhance my instruction and improve student learning. I have also learned more about our school’s technology and resources, training programs, and availability of computer labs.
I am still working on my current goals as I continue the process of designing authentic learning activities for my 8th grade math and language arts classes. I plan on extending my learning by finding authentic activities I can use with my students who need additional help gaining a deeper understanding in all of their content areas – math, science, social studies, reading and writing. I would also like to learn about more ways I can use digital tools to help my special education students work on their individualized goals and improve their basic reading, writing and math skills.
An additional goal that I have developed for myself as a result of my learning is to create my own digital portfolio that includes all of the lessons and activities that I will be using for instructional purposes. In addition to enhancing professional development, digital portfolios provide an easy method of organizing and storing artifacts in one space and make it easy to share ideas with others (Cennamo, Ross & Ertmer, 2009).
My approach to learning has been self-directed, where I developed questions that guided my research and searched for answers through various resources, such as the Internet, colleagues, experts and textbooks. I have found this approach to be effective and will continue to use it throughout my professional development. In addition, I plan on accessing more tutorials and training programs that will help me strengthen my knowledge of technology and its uses.
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
December 2, 2009
Evaluating My GAME Plan Progress
In the evaluation stage of my GAME plan, I need to look at what actions are working and which are not working and decide whether I am being successful in meeting my goal or if I need to make changes to my plan. My goal is to create more authentic learning experiences where students are using technology to improve their problem-solving abilities, develop their creativity and enhance their learning. The actions that I have taken so far have been effective, however, I need to continue my actions by learning about more authentic activities that I can use in the classroom and expand my knowledge of methods and resources I can use for instructional purposes. I am still in the process of obtaining headsets and/or microphones, but as a second option, I will follow the suggestions of my colleagues — to contact Donorschoose.org or send out mass e-mails requesting to borrow the equipment.
I have learned that it is as important for me to take control of my own learning as it is for my students. As I work on my GAME plan, I know that I need to continue to be a self-directed learner. “As a self-directed learner, you’ll be able to respond to the rapid and continuous technological changes that inevitably will occur during your professional career, keep your skills up-to-date, and better meet the needs of your students today and in the future” (Cennamo, Ross & Ertmer, 2009, p. 7). I realize that reaching my goal will be a long, ongoing process as I continue to search for ideas and strategies, along with the technological tools I will need for my authentic learning experiences. When I feel comfortable that I have achieved my goal successfully, I will need to develop new goals and continue my learning process.
I am still learning about different software programs that I can possibly use in my instruction and about the many features that they all to have to offer. I want to become a lot more familiar and comfortable with the programs before I introduce them to my students. I have some questions for our technology administrators about the possibilities of unblocking social networking sites for the purpose of providing students with authentic writing experiences.
Until I explore all the possibilities for obtaining my resources, I will not make any adjustments to my plans. If needed, I will plan collaboration activities where students are collaborating with each other instead of with classes around the world and I will hold off on using technology that requires the use of headsets for now. I am still hopeful that I will obtain all of the resources that I need for the activities.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
November 25, 2009
Monitoring My GAME Plan Progress
As I continue to work on my GAME plan, I am monitoring my progress and reflecting on what changes I need to make to my actions. My goal is to create more authentic learning experiences where students are using technology to improve their problem-solving abilities, develop their creativity and enhance their learning.
While I am still in the process of developing more ideas for authentic learning experiences, I have talked to our technology department teachers to learn more about what our computer labs have to offer. I was happy to learn that some of the programs I want to use, like Voice Threads, Windows Movie Maker, Inspiration, and Google SketchUp are accessible and working in our computer labs. I also reviewed the lab sign-up sheets and was relieved to see there were many available times that I can bring my students to the labs during their class time.
I was disappointed to find out that our labs are not currently equipped with headphones and microphones for student use. Although these supplies are on our “wish list”, we are waiting for state funding disbursements to find out if they can be purchased
Depending on how soon we can get headphones and microphones, I may need to postpone some of our activities until later in the school year. Another option would be to borrow them from some of the special education teachers in the building who have them, but I have to make sure they are not going to be needed at the same time. I can also price inexpensive headsets at the local discount stores and look at the possibilities of purchasing them myself or having students purchase their own.
One of my ideas for an authentic learning experience in language arts class is to have students participate in on-line communication as they write blog postings and respond to other students’ blogs. A problem I encountered with this activity is that all social networking sites are blocked on school computers. I was informed that it is not an easy process to unblock one site without unblocking a wide range of other related sites, some of which may contain inappropriate content. I need to contact our technology director and gather additional information about the possibilities of unblocking social networking sites and the potential safety issues that will come along with it.
I believe it is too soon to tell if I need to make modifications to my actions in order to meet my goals. I have found a lot of information so far, but I still have to explore my options further before I change my plans.
November 18, 2009
Carrying Out My GAME Plan
In order to carry out my GAME plan, I will first need to make sure I have all the resources that I will need for my lessons. I first need to make sure I have enough school computers for the students to use. Because we do not have a computer for each student in our classroom, I will need to reserve one of the school computer labs. I will need to collaborate with our technology teachers to find out if the software programs are already available or if they are able to be downloaded to our school computers. If any of the programs are blocked, I need to find out ahead of time so I can have an administrator make them accessible to us. I will also check with our technology department on the availability of headphones, microphones and any other additional equipment that we may need for our authentic learning activities. In order to maximize the time that students will spend working on computers, it is important that I prepare the computers ahead of time. I need to make sure the programs we will be using are loaded and properly working. It will also save time to have other needed resources loaded and easily accessible to the students. (Cennamo, Ross & Ertmer, 2009)
In order to make my instruction run more smoothly, I need to become more comfortable with the software programs that I will be using in class. I will learn how to use the programs by using tutorials and talking to any colleagues who may be knowledgeable of the programs I plan to use. When textbooks are used in the classroom, it is important that we become familiar with the book before we use it in our instruction. In the same respect, it is important to become very familiar with digital resources before starting a lesson. (Cennamo et al., 2009). I will need to thoroughly explore all of the resources so that I am aware of all the features they offer. My students also need to be prepared for the upcoming activities and pre-assessments will tell me what I have to do to get them prepared for the activities.
One of the actions that I have taken so far is that I have been searching the Internet, particularly teacher websites, looking for ideas for authentic activities that include the use of technology. I have downloaded Google SketchUp and am currently in the process of learning all the features of the program. I hope to be comfortable with the program when we start our geometry and measurement unit in January. I have also collaborated with my two co-teachers about my GAME plan and my ideas for using more technology in our instruction.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
November 13, 2009
My Personal GAME Plan
In reviewing the National Educational Technology Standards on the ISTE (International Society for Technology in Education) Website, I realized that although I have been working on these standards throughout this program, I need to become more comfortable with many of them. In order to become a more effective teacher, I need to model and apply more of these standards in my instruction. In this GAME plan, I will focus on facilitating and inspiring student learning and creativity; and designing and developing digital-age learning experiences and assessments. The two indicators that I would like become more proficient with are as follows: 1. engage students in exploring real-world issues and solving authentic problems using digital tools and resources; and 2. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
My Goal is to design more authentic learning experiences where students are using technology to improve their problem-solving abilities, develop their creativity and enhance their learning.
In my Action step, I will look at the content standards for the two subjects I teach, which are math and language arts and contemplate ways that I can relate the standards to real-life situations. Through resources like the Internet and course materials, and through networking with other educators, I can find websites and programs that can be used for authentic instruction. I will explore different ways that I can use technology to provide student with authentic learning experiences. Technology provides many opportunities for students to engage in authentic learning activities and to be creative in different environments (Cennamo, Ross & Ertmer, 2009). I will make sure our school has access to the technological tools that I will need for my authentic instruction and prepare for the activities in advance.
I will Monitor whether my plan is working as I check to see that I am finding the information and the tools that I need for the activities. I will monitor the development of my lessons by deciding if they are achievable, whether they meet the content standards and if any problems are foreseen. In my teaching, I will monitor student progress through observations, discussions, student feedback and assessments. I will make changes to my instruction as needed to maximize learning for all students.
As I Evaluate my plan, I will look for strengths and weaknesses in my lessons and come up with ways to make improvements. I will share and discuss my ideas with peers and be open to new ideas and suggestions of others. By evaluating and reflecting on the progress of my students, I will have a better idea of which aspects of my lessons worked well and which did not work as well as I planned. The evaluation process will help me determine if I accomplished my goals or whether I need to make modifications to them in the future.
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
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