My G.A.M.E. Plan

Throughout this Masters Program, I have done a lot of self-directed learning, which according to Cennamo, Ross and Ertmer, is "any increase in knowledge, skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforts using any method in any circumstance at any time" (2009, p 2). The authors continue to lay out a GAME plan through which a self-directed learner can break their learning into four main steps:

1. Set Goals
2. Take Action to meet those goals
3. Monitor progress toward achieving goals and
4. Evaluate whether the goals were achieved and Extend your learning to new situations.

When reviewing the NETS-T (National Education Technology Standards for Teachers), I was really excited to know that I had been working hard on so many of the standards. However, a couple still stick out as ones to work on and I realize that I will encorporate the GAME plan to improve in these areas.

I have known for a while now, that I needed to work on the standard "participate in local and global learning communities to explore creative applications of technology to improve student learning" (Standard 5a).  In order to prepare my students for a global environment, I too have to extend myself beyond the boundaries of my own school.  My first goal was to go back to school for a masters in this area, which I have done.  Now, I want to incorporate collaboration between classrooms, whether inside of my school or around the country and world.  I will be going to a conference this summer at the Center for Innovative Teachers, in San Francisco, called the Integrated Technology Symposium 2009 for School Leaders: Digital Tools & Practices to Enhance Learning Across the Curriculum.  I am hoping to network with other teachers and build some contacts with which to collaborate during the next school year.  I definitely see this as a great additional resource for me within my action portion of  my game plan.  I have been monitoring my progress within my classroom.  I can already see growth in my ability to incorporate technology into my classroom.  With my new found confidence, I will be ready to go to this conference this summer and be able to communicate well and build working relationships. Then once I try "global collaboration" I will be able to evaluate how it went and decide if I need to continue or do things differently in the future.

My second goal and area with which to improve, would be standard 2a, "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity."  Although I have already been working to this goal and have been monitoring my progress, my evaluation of my progress tells me that I need to extend myself in this area.  I know that I can do more in this area.  As part of the technology committee at my school, I have helped get projectors in every classroom and a variety of other things.  I am lucky to be only one of three teachers with a Smart Board.  My goal will now be to figure out a way to get all of the "old" computers on campus when they start to upgrade this summer.  This way I will be able to have small groups using computers at any time within my class period, rather than relying on scheduling time for the computer lab.  We only have one lab, and getting in there is difficult.  I want to start using Excel for data manipulation, Webspiration for concept mapping at the beginning or the end of a chapter, continue to do a better job with blogging and do more than one Wiki page per year.  Having more computers in the classroom will help me organize and plan my lessons so that I can incorporate technology to support content learning.  As Cennamo, Ross and Ertmer tell us, "technology can be used to support each step of the process: to gather information, to collect and analyze data, to synthesize results, and to present findings to interested stakeholders" (2009, p 30). 


Next year, I think that my students will help me to set goals, to take action, to monitor progress and then to evaluate how things are going.  I look forward to continuing on my path of self-directed learning and integrating technology into my classroom to support content learning.


References:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/


2008Standards/NETS_T_Standards_Final.pdf

Reflection - Inquiry Based Learning

After completing the course, Supporting Information Literacy and Online Inquiry in the Classroom, I have a better understanding of how important it is to integrate technology into the content areas of my classroom. To prepare our children for a twenty-first century workplace, new literacy skills must be taught, discussed and emphasized. Inquiry based learning is an excellent way to not only teach our students collaboration and critical thinking skills, but to teach them how to read and use the on-line web appropriately. As authors Eagleton and Dobler tell us, "since we believe that there is no single method of teaching that will reach all learners at all times in all places, it is imperative that we help children learn how to learn so that they can adapt and extend their knowledge and strategies when they encounter new tasks in new contexts" (2007, p 8). Incorporating technology use within content learning will give our students the skills necessary to be prepared for any type of experience that comes about.

The biggest thing that I realized, throughout this course, was how little I know about copyright laws and how important it was that I model proper use of material from the internet. The fact that young children are so willing to try anything on the internet without thinking through the ramifications of their actions, and the fact that adults, in general, always seem to be a step behind in their technological savvy, means that teachers need to be ready to teach their students about the rights and wrongs of internet use. And as author Ribble tells us, "kids should have the opportunity to analyze and explore why they should use technologies in a certain way" (2008, p 17). This seems, to me, to be a large additional role for teachers, on top of their current responsibilities. However, it clearly needs to be done.

Therefore, one of my major goals for next year will be to incorporate at least one large scale inquiry project for each of my math classes. Within this inquiry project, I will make it a point to teach the new literacy skills, model proper use of the internet, and require that students learn and use all appropriate copyright rules while preparing their project. For example, the inquiry project that I put together for this course will be used this year with my class and I will use it as a learning tool to prepare for next year. Each time that I incorporate a new technique or tool that I learn about, I find that there are things that go well and things that I would do differently the next time. However, without trying, no learning will occur and then my students would not learn the new literacy skills and would not be prepared for the twenty-first century.

References:

Eagleton, M.B., & Dobler, E. (2007). Reading the Web: Strategies for Internet Inquiry. New York: The Guilford Press.
Ribble, M. (2008, December). Passport to digital citizenship. Learning & Leading with Technology, 36(4), 14-17.

Reflections and Looking Ahead

After eight weeks of this course, and learning so much about the different types of technological tools available to bring into my classroom, I am excited to "change up" the way I teach. I still believe, as I said in my initial application, that when a teacher has positively connected with students, has built mutual respect in the classroom, and creates lessons that keep every type of learner in mind, the most effective learning occurs. Technology is the icing on the cake and enhances the effects of the lesson. Even when technology is not available, an effective educator makes sure that students are collaborating with each other, getting the lesson through all of the senses, and making connections that are relevant and interesting. We need to make sure that the information is transferred from working memory to long term memory through experience.

The main thing that I am leaving this course with, however, is the understanding of how important it is for students to be the center of their learning. According to authors Pitler, Hubbell, Kuhn and Malenoski, "integrating technology into instruction tends to move classrooms from teacher-dominated environments to ones that are more student-centered" (2007, p. 3). No matter how great my instructional tools are, if the students are passive in their learning, the material will not be retained as well as if they are active in their learning. According to Patricia Wolfe, the "brain is sculpted through experience." Therefore, using project-based learning where the students set up the project, discover the learning, and then build something together, will build life-long skills that will help them in the years to come. For example, if I give them the problem and then show them how to solve it, they will remember the steps for as long as it is necessary to get through my class. If they come up with problems that are relevant to them, however, and they need to do the research to solve the problem, with guidance from me, not only will they be much more interested, but they will have learned how to solve a variety of problems in their lives. When they work together through the process, they are also working on social skills, organizational skills, and team-building skills.

The Web Quests available on-line, which are project or problem-based, is one type of technology tool that I would like to start implementing. These will force my students to work collaboratively to solve issues that they are interested in, and also integrate mathematics within the real world. I also want to start using Wikis more as a social networking tool. Not only does it allow the students to work on a project together and share information, it allows them to do it from home. I have also started using Webspiration to build concept maps when working with the definitions or concepts in math. The kids have loved it. Then, as a way to "journal" about these new ways of learning, I will continue to use our Blog page. Allowing the students to have more time to be the center of their learning will help them think critically, creatively and globally. The fact that all students learn differently will be adressed with these tools, since there will be a "job" for everyone.

I look forward to continuing to teach to my strengths while allowing my students to learn with theirs.

References:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD

Cooperative Learning Supports the Social Learning Theory

"Cooperative learning is not so much learning to cooperate as it is cooperating to learn" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 143). In a society where and a time when people all over the world are communicating and sharing information, we must help our students learn through interaction with others. "Because of the social interaction among students, cooperative learning can be used to model the appropriate social behaviors necessary for employment situations...students are able to develop and practice skills that will be needed in society...these skills include leadership, decision-making, trust-building, communication, and conflict-management" (Orey, 2001, p. 2). We, as educators, owe it to our students to provide situations and activities in which they can learn and practice these necessary life skills. Creating multi-media, such as videos, can a fun way to build an artifact together. With a well made rubric and clear expectations, a collaborative group can learn about a topic and then share that knowledge with their classmates.

Cooperative learning opportunities also allow for a variety of assessments. Rather than just relying on tests and individual assignments, collaborative work allows for more reflection. Last year, I had my math students create videos about combinations, permutations, or probability. Since it was my first time trying this type of cooperative learning activity, there were some things that I would change, but overall, the students enjoyed working together and they learned a lot about the topic. In fact, in order to be able to put together a video, they not only had to research and learn the topic in depth, but had to be able to organize their thoughts well enough to put together an entertaining and educational video. I will definitely use this activity again.

References:

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.

Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.