Reflecting back on my experience in Walden’s Education 6714 “Reaching and Engaging All Learners through Technology” makes me realize how much authentic knowledge I’ve gained. I’ve realized that classrooms no longer look like they did when we were in school. The format is no longer the teacher in the front of the room lecturing to students sitting in straight rows of desks. Today’s classrooms have a teacher as the facilitator, helping the students find the information they desire. Students now sit in collaborative groups, which enable them to work together developing the skills they will later use in the workforce. In the beginning of this course we created a group ning. Through this ning, our groups were able to collaborate on the principles of Universal Design for Learning (UDL) and Differentiated Instruction. Each group member was asked to share links for additional resources involving these topics. I will now be able to use these resources when implementing both concepts in my classroom.
These resources on the ning will be used to create lessons using the principles of UDL and then accommodate them using Differentiated Instruction. During the creation stage of the lesson plans, technology will be used to implement variety in the manner in which the lessons are introduced, the process of the lesson, and in the product that is created. In sticking to the principles of UDL, the lesson will be rolled out using Power Point presentations, SMART Board interactive strategies, and talking text among other tools. Students will be allowed to choose how they will demonstrate their knowledge with regard to their final product. They can decide to use any of the above methods or use podcasts, digital storytelling or any other tool in which they feel comfortable. The important thing is that they feel enabled to use the method that works best for them as an individual.
Much of the hands on experience that I have gained throughout this course will be used to expand the walls of my classroom. This year I will develop a classroom ning along with a classroom website. The ning will be used to enable my students to work collaboratively on projects and ask questions of the teacher. They will be able to discuss topics, which will be helpful for the teacher since the discussion posts will have the time/date stamp attached. The classroom website will be used to post assignments and increase communication and understanding between me and the parents of my students. Having this hands on experience will go a long way when assisting my students to develop tools of their own.
This course has given me the ability to explore methods of technology that will help motivate and bridge the gap between student abilities. It has demonstrated for me that gaining experience with technology helps me to become more comfortable with it. This will enable me to implement the technology that is so crucial to meeting the individual needs of today’s students. Teachers are no longer the experts in the classroom; especially where technology is concerned.
Tuesday, June 22, 2010
Saturday, February 27, 2010
Reflecting on My GAME Plan
Cennamo, Ross, and Ertmer (2009) define a GAME Plan as an ongoing process where we take control of our own learning process. As a result, we become self-directed learners who are able to respond to the rapid technological changes that inevitably will occur during our professional careers. For my GAME Plan I chose two goals that met the National Educational Technology Standards for Teachers (NETS-T). Any Game Plan focuses on ways to achieve these goals, monitor the progress, and extend learning. Both the indicators I chose fall under the standard “Facilitate and Inspire Student Learning and Creativity.” One goal was to learn more about promoting student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes. My second goal was to model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
When focusing on my first goal, it is apparent that students have many options available to them with regard to reflection via collaboration. As part of the action of my GAME Plan, I will use the technique of digital storytelling, which I just learned, with my students to promote reflection. Students create their stories using images they’ve downloaded or created themselves. Afterwards, they reflect the experience and the insight gained. They can use a wiki to post their comments about their classmates’ projects and use the feedback given to them as part of their reflection. The important aspect is that students have a choice in the various stages of the process. Another technique that would assist students with reflection is online collaboration. This is implemented in a lesson I have already developed with another Walden cohort member. We will implement this at the beginning of next school year. My students will collaborate online with students in inner city Denver to compare their thoughts and insights on various curricula such as the book “The Outsiders” (Hinton, 1968). I am confident in this technique and look forward to beginning the online project with her school.
Many adjustments will be made in my curriculum as a result of this course. For example, I have already changed the 8th grade final project. In the past, they have created a traditional portfolio with their papers from all of junior high plus a reflection piece. Now they will create an eportfolio which will be available to an audience broader than just the teacher. They will post their reflection “My Progress as a Writer” on their blog instead of within their eportfolio. Their future 9th grade English teacher has agreed that she will take a look at pieces of the eportfolios and make comments on them. Knowing this, I am hoping they will be motivated to increase their standard in order to impress their future teacher.
Another adjustment related to technology is the development of a class web site. On this web site I will post assignments so absent students may download them at home. This will drastically cut down on the confusion at school while putting more of the accountability on the student and the parents. In addition, the web site will help those students who are struggling to understand the material. They will be able to go over the information using podcasts and videos at home to master concepts better. Finally, students will be able to post their presentations and other student work on the web site. This will enable them to display their work to their parents. In turn, I am hoping this web site will increase parent/teacher communication.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
When focusing on my first goal, it is apparent that students have many options available to them with regard to reflection via collaboration. As part of the action of my GAME Plan, I will use the technique of digital storytelling, which I just learned, with my students to promote reflection. Students create their stories using images they’ve downloaded or created themselves. Afterwards, they reflect the experience and the insight gained. They can use a wiki to post their comments about their classmates’ projects and use the feedback given to them as part of their reflection. The important aspect is that students have a choice in the various stages of the process. Another technique that would assist students with reflection is online collaboration. This is implemented in a lesson I have already developed with another Walden cohort member. We will implement this at the beginning of next school year. My students will collaborate online with students in inner city Denver to compare their thoughts and insights on various curricula such as the book “The Outsiders” (Hinton, 1968). I am confident in this technique and look forward to beginning the online project with her school.
Many adjustments will be made in my curriculum as a result of this course. For example, I have already changed the 8th grade final project. In the past, they have created a traditional portfolio with their papers from all of junior high plus a reflection piece. Now they will create an eportfolio which will be available to an audience broader than just the teacher. They will post their reflection “My Progress as a Writer” on their blog instead of within their eportfolio. Their future 9th grade English teacher has agreed that she will take a look at pieces of the eportfolios and make comments on them. Knowing this, I am hoping they will be motivated to increase their standard in order to impress their future teacher.
Another adjustment related to technology is the development of a class web site. On this web site I will post assignments so absent students may download them at home. This will drastically cut down on the confusion at school while putting more of the accountability on the student and the parents. In addition, the web site will help those students who are struggling to understand the material. They will be able to go over the information using podcasts and videos at home to master concepts better. Finally, students will be able to post their presentations and other student work on the web site. This will enable them to display their work to their parents. In turn, I am hoping this web site will increase parent/teacher communication.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Reflecting on My GAME Plan
Cennamo, Ross, and Ertmer (2009) define a GAME Plan as an ongoing process where we take control of our own learning process. As a result, we become self-directed learners who are able to respond to the rapid technological changes that inevitably will occur during our professional careers. For my GAME Plan I chose two goals that met the National Educational Technology Standards for Teachers (NETS-T). Any Game Plan focuses on ways to achieve these goals, monitor the progress, and extend learning. Both the indicators I chose fall under the standard “Facilitate and Inspire Student Learning and Creativity.” One goal was to learn more about promoting student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes. My second goal was to model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
When focusing on my first goal, it is apparent that students have many options available to them with regard to reflection via collaboration. As part of the action of my GAME Plan, I will use the technique of digital storytelling, which I just learned, with my students to promote reflection. Students create their stories using images they’ve downloaded or created themselves. Afterwards, they reflect the experience and the insight gained. They can use a wiki to post their comments about their classmates’ projects and use the feedback given to them as part of their reflection. The important aspect is that students have a choice in the various stages of the process. Another technique that would assist students with reflection is online collaboration. This is implemented in a lesson I have already developed with another Walden cohort member. We will implement this at the beginning of next school year. My students will collaborate online with students in inner city Denver to compare their thoughts and insights on various curricula such as the book “The Outsiders” (Hinton, 1968). I am confident in this technique and look forward to beginning the online project with her school.
Many adjustments will be made in my curriculum as a result of this course. For example, I have already changed the 8th grade final project. In the past, they have created a traditional portfolio with their papers from all of junior high plus a reflection piece. Now they will create an eportfolio which will be available to an audience broader than just the teacher. They will post their reflection “My Progress as a Writer” on their blog instead of within their eportfolio. Their future 9th grade English teacher has agreed that she will take a look at pieces of the eportfolios and make comments on them. Knowing this, I am hoping they will be motivated to increase their standard in order to impress their future teacher.
Another adjustment related to technology is the development of a class web site. On this web site I will post assignments so absent students may download them at home. This will drastically cut down on the confusion at school while putting more of the accountability on the student and the parents. In addition, the web site will help those students who are struggling to understand the material. They will be able to go over the information using podcasts and videos at home to master concepts better. Finally, students will be able to post their presentations and other student work on the web site. This will enable them to display their work to their parents. In turn, I am hoping this web site will increase parent/teacher communication.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
When focusing on my first goal, it is apparent that students have many options available to them with regard to reflection via collaboration. As part of the action of my GAME Plan, I will use the technique of digital storytelling, which I just learned, with my students to promote reflection. Students create their stories using images they’ve downloaded or created themselves. Afterwards, they reflect the experience and the insight gained. They can use a wiki to post their comments about their classmates’ projects and use the feedback given to them as part of their reflection. The important aspect is that students have a choice in the various stages of the process. Another technique that would assist students with reflection is online collaboration. This is implemented in a lesson I have already developed with another Walden cohort member. We will implement this at the beginning of next school year. My students will collaborate online with students in inner city Denver to compare their thoughts and insights on various curricula such as the book “The Outsiders” (Hinton, 1968). I am confident in this technique and look forward to beginning the online project with her school.
Many adjustments will be made in my curriculum as a result of this course. For example, I have already changed the 8th grade final project. In the past, they have created a traditional portfolio with their papers from all of junior high plus a reflection piece. Now they will create an eportfolio which will be available to an audience broader than just the teacher. They will post their reflection “My Progress as a Writer” on their blog instead of within their eportfolio. Their future 9th grade English teacher has agreed that she will take a look at pieces of the eportfolios and make comments on them. Knowing this, I am hoping they will be motivated to increase their standard in order to impress their future teacher.
Another adjustment related to technology is the development of a class web site. On this web site I will post assignments so absent students may download them at home. This will drastically cut down on the confusion at school while putting more of the accountability on the student and the parents. In addition, the web site will help those students who are struggling to understand the material. They will be able to go over the information using podcasts and videos at home to master concepts better. Finally, students will be able to post their presentations and other student work on the web site. This will enable them to display their work to their parents. In turn, I am hoping this web site will increase parent/teacher communication.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Tuesday, February 16, 2010
Using the GAME Plan with My Students
The GAME Plan process can be used with my students to help them develop proficiency in the NETS-S (National Educational Technology Standards for Students). For instance, Standard 3 says that students will master research and information fluency. Students apply digital tools to gather, evaluate, and use information (www.iste.org). In my classroom, students could use the GAME Plan to set this goal, assess their progress, monitor, and evaluate their growth. Part of this standard requires the students to develop inquiry skills and learn to evaluate web sites. These are both elements of lessons that I have developed in my course work with Walden. I will introduce these lessons to my junior high students at the beginning of their seventh grade year, and strive for them to master these skills by the end of that year. This will help them achieve the next indicator which says they will “evaluate and select information sources” for the task (www.iste.org). My students do not have much experience doing research before they enter seventh grade, so this will be a big step for them. Likewise, the final indicator of Standard 3 dictates that they “select the digital tool that is appropriate for the given task” (www.iste.org). This is one aspect of the standard that I will touch on during their seventh grade year when introducing them to the various digital tools available. However, they will not be expected to master this indicator until their eighth grade year.
Standard Two of the NETS-S requires students to communicate and collaborate using digital media (www.iste.org). This is definitely one area to which I am looking forward for next year. Currently, another Walden student and I are developing a collaborative unit with our eighth grade students. This unit will meet the indicators that fall under Standard Two including developing cultural understanding and global awareness by engaging with learners of other cultures (www.iste.org). My students are all from a rural, small community where they are very much removed from the urban lifestyle of the city. My colleague’s students are all inner city youth who experience much violence in their lives both at school and home. Through this project we are hoping our students will realize how much they have in common with each other despite their different surroundings. Through this project they will all learn to interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media just as indicator one of standard two requires (www.iste.org).
The NETS-S and the NETS-T are interrelated, since one has to do with students and the other to do with teachers. For example, standard one of the NETS-T dictates that teachers facilitate and inspire student learning and creativity. Likewise, the NETS-S looks for students to develop creativity. Second, the NETS-T requires teachers to engage in professional growth and leadership according to Standard five. This mirrors the expectation of Standard Two on the NETS-S where students are required to participate in collaborative learning with other students. Basically, the NETS-T demands that teachers master the digital skills needed to model them for their students. In addition, teachers are responsible for creating an environment rich in choices of digital media and technology in order to benefit their students. Therefore, the common thread between the NETS-S and NETS-T is what will directly and indirectly benefit the acquisition of content knowledge on the part of the students.
In order to make this process easy for my students I will make sure to follow some suggestions made by Cennamo, Ross, and Ertmer (2009). It is suggested that teachers instruct students about the technology at hand before the students sit down in front of the computers. Also, Cennamo et al suggests making use of online tutorials and screen captures to assist students who may need additional time or help. Finally, one suggestion that I have already implemented, is to make sure students are aware of what they are expected to complete before they leave their computer stations. Providing a checklist is one way to insure that students are accountable of their own progress. All of these techniques will help me facilitate that the learning process is a successful one for my students.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Standard Two of the NETS-S requires students to communicate and collaborate using digital media (www.iste.org). This is definitely one area to which I am looking forward for next year. Currently, another Walden student and I are developing a collaborative unit with our eighth grade students. This unit will meet the indicators that fall under Standard Two including developing cultural understanding and global awareness by engaging with learners of other cultures (www.iste.org). My students are all from a rural, small community where they are very much removed from the urban lifestyle of the city. My colleague’s students are all inner city youth who experience much violence in their lives both at school and home. Through this project we are hoping our students will realize how much they have in common with each other despite their different surroundings. Through this project they will all learn to interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media just as indicator one of standard two requires (www.iste.org).
The NETS-S and the NETS-T are interrelated, since one has to do with students and the other to do with teachers. For example, standard one of the NETS-T dictates that teachers facilitate and inspire student learning and creativity. Likewise, the NETS-S looks for students to develop creativity. Second, the NETS-T requires teachers to engage in professional growth and leadership according to Standard five. This mirrors the expectation of Standard Two on the NETS-S where students are required to participate in collaborative learning with other students. Basically, the NETS-T demands that teachers master the digital skills needed to model them for their students. In addition, teachers are responsible for creating an environment rich in choices of digital media and technology in order to benefit their students. Therefore, the common thread between the NETS-S and NETS-T is what will directly and indirectly benefit the acquisition of content knowledge on the part of the students.
In order to make this process easy for my students I will make sure to follow some suggestions made by Cennamo, Ross, and Ertmer (2009). It is suggested that teachers instruct students about the technology at hand before the students sit down in front of the computers. Also, Cennamo et al suggests making use of online tutorials and screen captures to assist students who may need additional time or help. Finally, one suggestion that I have already implemented, is to make sure students are aware of what they are expected to complete before they leave their computer stations. Providing a checklist is one way to insure that students are accountable of their own progress. All of these techniques will help me facilitate that the learning process is a successful one for my students.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Tuesday, February 9, 2010
Revising My GAME Plan
With regard to my instructional practice, I have learned that there is so much new information on how to implement technology into my lessons that it's overwhelming! One of the most valid concepts that I have gained is the importance of making assignments authentic and giving my students a variety of choices. For example, in this week's video program, Vicki Davis (2009) discusses when students have difficulty typing, it would be better to give them the option of creating a video or Power Point presentation instead. In the same video program, other instructors gave suggestions such as Moodle or Ning to use for online collaboration. Both programs are easy to use and free. They help keep track of participation which is always a challenge. Finally, Davis offers the suggestion of using the terminology "educational networking" instead of social networking when teaching. Too many times kids separate their social time and school time, so this plays into that mindset.
I am happy with the progress that I am making on my current GAME plan goals. Last week our staff had a collaborative meeting between the english and history departments. We discussed the implementation of technology into our cross-curricular assignments. One of our primary focuses will be digital storytelling. This is major progress since last week I posted that we had no plan for technology. Now each teacher on staff is setting a goal to work digital storytelling into their curriculum in some way. Also, my junior high students will purchase a flash drive next year as a part of their materials for school. This will help when creating the eportfolio. They will be able to work on their papers at home and at school. Both of these areas will benefit all our students tremendously.
Currently, I am still focusing on my original NETS-T goals as set in January. I am feeling somewhat overwhelmed at the amount of information that I am attempting to absorb, so I am more comfortable with extending what I've learned so far rather than setting additional goals. I am still looking forward to implementing digital storytelling and eportfolios next year. In addition, when using the blogs and wikis, I am extending that goal to include the use of Moodle and Ning in order to help my students with their collaboration. Other programs are available and once I am able to model these, I will be open to implementing them as well.
Various learning approaches have been discussed thus far. For me, I learn best when viewing the video programs and reading the subtitles at the same time. Also, when developing new technology, it's easiest for me to use tutorials and follow step by step directions. With practice, new strategies become easier for me to model. I have found that if I hit a snag along the way, there is always at least one student willing to offer their assistance. It's amazing the difference between a digital native and a digital immigrant!
References
Laureate Education Inc. (Executive Producer). (2009a). Davis, V., Program: 10. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
Laureate Education Inc. (Executive Producer). (2009b). Davis, V., Program: 11. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
I am happy with the progress that I am making on my current GAME plan goals. Last week our staff had a collaborative meeting between the english and history departments. We discussed the implementation of technology into our cross-curricular assignments. One of our primary focuses will be digital storytelling. This is major progress since last week I posted that we had no plan for technology. Now each teacher on staff is setting a goal to work digital storytelling into their curriculum in some way. Also, my junior high students will purchase a flash drive next year as a part of their materials for school. This will help when creating the eportfolio. They will be able to work on their papers at home and at school. Both of these areas will benefit all our students tremendously.
Currently, I am still focusing on my original NETS-T goals as set in January. I am feeling somewhat overwhelmed at the amount of information that I am attempting to absorb, so I am more comfortable with extending what I've learned so far rather than setting additional goals. I am still looking forward to implementing digital storytelling and eportfolios next year. In addition, when using the blogs and wikis, I am extending that goal to include the use of Moodle and Ning in order to help my students with their collaboration. Other programs are available and once I am able to model these, I will be open to implementing them as well.
Various learning approaches have been discussed thus far. For me, I learn best when viewing the video programs and reading the subtitles at the same time. Also, when developing new technology, it's easiest for me to use tutorials and follow step by step directions. With practice, new strategies become easier for me to model. I have found that if I hit a snag along the way, there is always at least one student willing to offer their assistance. It's amazing the difference between a digital native and a digital immigrant!
References
Laureate Education Inc. (Executive Producer). (2009a). Davis, V., Program: 10. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
Laureate Education Inc. (Executive Producer). (2009b). Davis, V., Program: 11. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
Wednesday, February 3, 2010
Evaluating My GAME Plan Progress
How effective were your actions in helping you meet your goals?
What have you learned so far that you can apply in your instructional practice?
What do you still have to learn? What new questions have arisen?
How will you adjust your plan to fit your current needs?
Over the past few weeks I have been developing, implementing, monitoring and now evaluating my GAME Plan. Some parts of my GAME plan have been successful while others have not. One area that I am pleased with is the collaboration between myself and my colleagues with regard to the implementation of technology. As a matter of fact, my principal has become "on board" with this as well. So much so that today he scheduled a meeting for both the english and history departments to discuss strategies for implementing technology. This is very exciting for me because we have a staff that is currently divided in half on the idea of the importance of technology in the classroom. My hope is that this meeting will give them ideas that will motivate them to learn more about the technology that could bring some of their lessons alive for their students.
An area of frustration is the lack of concern on the part of our superintendent and school board. While many schools are adopting long range plans for technology development, ours is not. Since our school received a state of the art computer lab and mobile laptop cart two years ago, they are taking a break from adopting new technology. It is probable that next year many of our teachers will receive a SMART board, which is encouraging, however that is as far as it will go for now. What our administrators fail to realize is that as soon as that new computer lab was up and running, it was most likely already outdated. Technology advances and changes so quickly! How will we ever get ahead?
I could write pages on the amount of knowledge I have gained over the past five weeks. One strategy that I am anxious to implement is digital storytelling. This is something I am getting familiar with in order to model it for my students. Another strategy is the digital portfolio. Since we already create portfolios, and have the use of student accounts in place, this is the next logical step. I will add this aspect to my eighth grade class project at the end of this year. Problem-based lessons (PBL) are the current focus and one that fits in with my curriculum perfectly. I am already planning which lessons I can adapt into PBL. Although overwhelming, this new knowledge is the key to creating motivating, authentic lessons for my students that are successful.
With all of these new techniques, there will be many questions. Many will have to be answered as we work through the different lessons. For example, there is always the question of how much time each lesson will require. Also, in our school we always have the issue of sharing the computers. What is the best way to make sure I get enough time with the different tools so my students are successful? In addition, I am concerned that I will encounter a glitch, and it's bound to happen, and I won't know how to overcome it. These questions remind me that I still have much to learn. One area is how to balance many new tools during the same project. Students do well when they are allowed to choose the method they use. As a result, I will have many different projects going on withing one project. It will take some time and experience to learn how to meet everyone's needs. Another thing I must learn is as much information about each technique as possible. Keeping a log is one way I have learned to keep the information straight. It will also help through this trial and error process!
To be honest, I do not know how I will adjust my plan to fit my (and my students') needs. I think a good teacher has to be patient and flexible. We know that there is no "normal" day. As a matter of fact, that's exactly why I love my job. So I will adjust my plan the same way I adjust my expectations and my lessons each day. I will pay attention to how my students are receiving the information, ask many questions to check their confidence and their knowledge, and hope for the best!
What have you learned so far that you can apply in your instructional practice?
What do you still have to learn? What new questions have arisen?
How will you adjust your plan to fit your current needs?
Over the past few weeks I have been developing, implementing, monitoring and now evaluating my GAME Plan. Some parts of my GAME plan have been successful while others have not. One area that I am pleased with is the collaboration between myself and my colleagues with regard to the implementation of technology. As a matter of fact, my principal has become "on board" with this as well. So much so that today he scheduled a meeting for both the english and history departments to discuss strategies for implementing technology. This is very exciting for me because we have a staff that is currently divided in half on the idea of the importance of technology in the classroom. My hope is that this meeting will give them ideas that will motivate them to learn more about the technology that could bring some of their lessons alive for their students.
An area of frustration is the lack of concern on the part of our superintendent and school board. While many schools are adopting long range plans for technology development, ours is not. Since our school received a state of the art computer lab and mobile laptop cart two years ago, they are taking a break from adopting new technology. It is probable that next year many of our teachers will receive a SMART board, which is encouraging, however that is as far as it will go for now. What our administrators fail to realize is that as soon as that new computer lab was up and running, it was most likely already outdated. Technology advances and changes so quickly! How will we ever get ahead?
I could write pages on the amount of knowledge I have gained over the past five weeks. One strategy that I am anxious to implement is digital storytelling. This is something I am getting familiar with in order to model it for my students. Another strategy is the digital portfolio. Since we already create portfolios, and have the use of student accounts in place, this is the next logical step. I will add this aspect to my eighth grade class project at the end of this year. Problem-based lessons (PBL) are the current focus and one that fits in with my curriculum perfectly. I am already planning which lessons I can adapt into PBL. Although overwhelming, this new knowledge is the key to creating motivating, authentic lessons for my students that are successful.
With all of these new techniques, there will be many questions. Many will have to be answered as we work through the different lessons. For example, there is always the question of how much time each lesson will require. Also, in our school we always have the issue of sharing the computers. What is the best way to make sure I get enough time with the different tools so my students are successful? In addition, I am concerned that I will encounter a glitch, and it's bound to happen, and I won't know how to overcome it. These questions remind me that I still have much to learn. One area is how to balance many new tools during the same project. Students do well when they are allowed to choose the method they use. As a result, I will have many different projects going on withing one project. It will take some time and experience to learn how to meet everyone's needs. Another thing I must learn is as much information about each technique as possible. Keeping a log is one way I have learned to keep the information straight. It will also help through this trial and error process!
To be honest, I do not know how I will adjust my plan to fit my (and my students') needs. I think a good teacher has to be patient and flexible. We know that there is no "normal" day. As a matter of fact, that's exactly why I love my job. So I will adjust my plan the same way I adjust my expectations and my lessons each day. I will pay attention to how my students are receiving the information, ask many questions to check their confidence and their knowledge, and hope for the best!
Thursday, January 28, 2010
Monitoring my GAME Plan
My GAME plan is taking on a life of its own. As a result of the past two weeks’ resources, I have modified my plan. I am continuing to focus on the same goals, however some of my actions have changed. One of my goals is to model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. I am still striving to meet this goal. One method I am integrating into my curriculum next year is digital storytelling. This will make such an impact on my students’ writing and presentation skills.
Currently, my class is mostly project-based after the first nine weeks. We study expository writing and students demonstrate their mastery of the skills through the presentation of a project on the passengers of the Titanic. They research a passenger’s life who was on the Titanic and present this passenger’s life to the class. With this GAME plan, I will implement digital storytelling to motivate my students and help them gain knowledge. They will use pictures from the computer to create the presentation on their passenger.
Through the resources in this class, I have learned just exactly what digital storytelling is. Through the use of MovieMaker and Audacity, students can easily create their product for free. They download their own images or images they find on the computer. Then they use MovieMaker to put the slides in order for their presentation. Then they record their presentation with the use of Audacity. Most web sites such as http://www.umass.edu/wmwp/DigitalStorytelling/Digital%20Main%20Page.htm help students by using step-by-step instructions that assist teachers and students. Many web sites, such as the above example, contain instructions and other project ideas that I would have never known about had it not been for this course.
Questions have arisen with this new knowledge. First, discovering everything about the Universal Design for Learning (UDL) and how to give my students multiple tasks to complete their assignment has been very overwhelming. As a result, one goal is to continue to learn strategies that will involve technology into my lessons in order to make more choices available.
Currently, my class is mostly project-based after the first nine weeks. We study expository writing and students demonstrate their mastery of the skills through the presentation of a project on the passengers of the Titanic. They research a passenger’s life who was on the Titanic and present this passenger’s life to the class. With this GAME plan, I will implement digital storytelling to motivate my students and help them gain knowledge. They will use pictures from the computer to create the presentation on their passenger.
Through the resources in this class, I have learned just exactly what digital storytelling is. Through the use of MovieMaker and Audacity, students can easily create their product for free. They download their own images or images they find on the computer. Then they use MovieMaker to put the slides in order for their presentation. Then they record their presentation with the use of Audacity. Most web sites such as http://www.umass.edu/wmwp/DigitalStorytelling/Digital%20Main%20Page.htm help students by using step-by-step instructions that assist teachers and students. Many web sites, such as the above example, contain instructions and other project ideas that I would have never known about had it not been for this course.
Questions have arisen with this new knowledge. First, discovering everything about the Universal Design for Learning (UDL) and how to give my students multiple tasks to complete their assignment has been very overwhelming. As a result, one goal is to continue to learn strategies that will involve technology into my lessons in order to make more choices available.
Thursday, January 21, 2010
How My GAME Plan is Progressing
Last week I wrote about my GAME plan and how technology could be used to facilitate it. One of the techniques included was the implementation of a learning log where I would record my challenges and my advancements. A suggestion was made by a cohort colleague to use this learning log as a model for my students. I found this to be a great idea. This would assist me when partnering with my students as their facilitator. Cennamo, Ross, and Ertmer (2009) suggest that teachers are no longer the all knowing communicators of knowledge but the faciliators. This has been one aspect of my course work on which I continue to reflect.
This week's resources introduce us to the Universal Design for Learning (UDL). UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accomodate learner differences (http://www.cast.org/research/udl/index.html. This affects my GAME plan in the sense that I must still stick with my goals that were developed last week, however I may need to tweak my actions in order to meet the individual needs of all my students. So many technological strategies exist that I should be able to use videos posted to my class web site for those students who must take extra time to review class material at their own pace, for example. On the other hand, other students may thrive on the use of the blog as a means for demonstrating their knowledge rather than writing the traditional paper. The ideas are endless, but the most important thing is to know my students in order to identify their strengths and weaknesses.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
http://www.cast.org/research/udl/index.html
This week's resources introduce us to the Universal Design for Learning (UDL). UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accomodate learner differences (http://www.cast.org/research/udl/index.html. This affects my GAME plan in the sense that I must still stick with my goals that were developed last week, however I may need to tweak my actions in order to meet the individual needs of all my students. So many technological strategies exist that I should be able to use videos posted to my class web site for those students who must take extra time to review class material at their own pace, for example. On the other hand, other students may thrive on the use of the blog as a means for demonstrating their knowledge rather than writing the traditional paper. The ideas are endless, but the most important thing is to know my students in order to identify their strengths and weaknesses.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
http://www.cast.org/research/udl/index.html
Thursday, January 14, 2010
How I Will Turn the Lights Back On
For my education class called Technology Across the Content Areas we are to identify two indicators in the National Educational Technology Standards for Teachers (NETS-T) on which we need improvement, and then describe how we will achieve these goals, monitor our progress, and extend our learning. Both the indicators I chose fall under the standard “Facilitate and Inspire Student Learning and Creativity.” My first goal would be to learn more about promoting student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes. My second goal would be to model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
In order to achieve these goals, many actions must be taken. For example, I will do an internet search to find information on techniques involving technology which promote reflection. I will also collaborate online with colleagues to find out what collaborative techniques they have used or might suggest for the project on which I am currently working. Speaking with colleagues in my district helps tremendously with regard to new concepts that I would like to implement. With regard to my second goal, I would begin slowly by modeling collaborative knowledge with my students. During this process I would make sure I listen to suggestions made by students and acknowledge to them that I may not be an expert at this process, yet. Then I would feel more comfortable modeling these collaborative techniques with colleagues in a face to face environment or virtual environment. This process will be helpful because colleagues are typically helpful and offer valid suggestions.
Monitoring my progress is an integral part of strengthening my confidence in the acquisition of these two indicators. In order to monitor my progress, I will begin a learning log. The purpose of this log will be for me to record the different technological tools I use in the classroom and how they are implemented. In the first part of the learning log, I will list each technique used. Beside it, I will record the date used and give the specific content standards covered by the lesson. Challenges encountered will be recorded along with variables to avoid next time. This log will serve to remind me of where I began and the progress made. The second part of the log will list each form of technology (blog, wiki, podcast, etc.). Beside each technique I will fill in the date it was implemented. This list will be progressive and will be used to hold me accountable.
So how can these goals be extended into my classroom in order to benefit my students? First, after researching ways blogs can be used for student reflection, I would begin to implement these. My goal would be to set aside one to two days per week for students to reflect on their learning and respond to classmates’ blogs in the computer lab. In order to monitor their progress, I would also respond to their blogs to model the correct etiquette and format for them. For the collaborative indicator, I am planning a unit where my students will partner with a school in Denver, Colorado. Together they will build wikis on an assigned topic, create blog posts and respond to each other’s blogs. My students will learn how to collaborate online while watching as I model online collaboration with my colleague who is also with Walden.
Prensky (2008) made such an impact when he said that students come to school with the mindset that they must “turn out the lights.” It is my opinion that we must move past this attitude and show them that technology is a tool that provides a solid foundation in education. The only way for us to authentically demonstrate this to them is through our actions.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40–45.
In order to achieve these goals, many actions must be taken. For example, I will do an internet search to find information on techniques involving technology which promote reflection. I will also collaborate online with colleagues to find out what collaborative techniques they have used or might suggest for the project on which I am currently working. Speaking with colleagues in my district helps tremendously with regard to new concepts that I would like to implement. With regard to my second goal, I would begin slowly by modeling collaborative knowledge with my students. During this process I would make sure I listen to suggestions made by students and acknowledge to them that I may not be an expert at this process, yet. Then I would feel more comfortable modeling these collaborative techniques with colleagues in a face to face environment or virtual environment. This process will be helpful because colleagues are typically helpful and offer valid suggestions.
Monitoring my progress is an integral part of strengthening my confidence in the acquisition of these two indicators. In order to monitor my progress, I will begin a learning log. The purpose of this log will be for me to record the different technological tools I use in the classroom and how they are implemented. In the first part of the learning log, I will list each technique used. Beside it, I will record the date used and give the specific content standards covered by the lesson. Challenges encountered will be recorded along with variables to avoid next time. This log will serve to remind me of where I began and the progress made. The second part of the log will list each form of technology (blog, wiki, podcast, etc.). Beside each technique I will fill in the date it was implemented. This list will be progressive and will be used to hold me accountable.
So how can these goals be extended into my classroom in order to benefit my students? First, after researching ways blogs can be used for student reflection, I would begin to implement these. My goal would be to set aside one to two days per week for students to reflect on their learning and respond to classmates’ blogs in the computer lab. In order to monitor their progress, I would also respond to their blogs to model the correct etiquette and format for them. For the collaborative indicator, I am planning a unit where my students will partner with a school in Denver, Colorado. Together they will build wikis on an assigned topic, create blog posts and respond to each other’s blogs. My students will learn how to collaborate online while watching as I model online collaboration with my colleague who is also with Walden.
Prensky (2008) made such an impact when he said that students come to school with the mindset that they must “turn out the lights.” It is my opinion that we must move past this attitude and show them that technology is a tool that provides a solid foundation in education. The only way for us to authentically demonstrate this to them is through our actions.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40–45.
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