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