GAME Plan Reflection

Throughout the duration of this course I have developed an implemented a GAME plan for integrating technology into my classroom. There have been setbacks and successes, but overall I am happy with the outcome. I have learned new ways to engage and reach all of the learners in my class. There are numerous types of technology that provide diverse and rich learning experiences for children. In addition, there is a wide variety of technology tools that enable students to express their learning.

There are several adjustments I will make to my teaching methods as a result of my learning. One of the revelations I had in this course was the notion that technology is merely a means to an end. Every teacher's goal is not to use technology, but to enhance the curriculum through the use of technology. With this idea in mind, my approach to integrating technology has changed. I will create my lesson plans in the usual manner; however, I will now try to identify tools and resources that will enrich the classroom experience for all students.

Another benefit of taking this course has been the knowledge I have gained which can also be used in my life outside of my profession. The GAME plan could be used in all aspects of life. Any time I need or want to set a goal for myself I will think about what that goal is, set it into action, monitor my progress, and evaluate my success. If I can use these concepts and share my knowledge with my colleagues I will like my journey these past eight weeks has been a complete success.

Using the GAME Plan with Students

Now that I am more versed in using the GAME Plan mentioned in our learning resources, I am ready to teach my students how to use this plan to reach their learning goals. According to the NETS standards for students they must possess certain skills in order to be proficient in technology use and to be digital-age learners. I will help my students set goals for themselves that are simple and attainable. They must know that setting goals are a task they will continue to do for the rest of their life. I will show them how to take action to reach their goals. They will seek out the resources and tools they need including their peers and adults. There is so much information available it is hard to imagine a person not finding what they need. I will teach my students how to monitor their progress. One way is to maintain a blog and enlist the help of peers. The advice and feedback they have to offer is invaluable. They must continually “take a step back” and observe what progress they have made and determine if adjustments need to be made. Evaluation is a critical element of the GAME Plan. This is the time when we decide if we have met our goal or not and what we can do to ensure we do. Students need to know that it is acceptable to not reach a goal with the first try. They must identify what went wrong and decide what course of action to take next in order to stay on track. Most important of all is that they must never get discouraged or give up.

Revising My GAME Plan

Throughout this course I have learned many new technology tools and resources for implementing in my classroom. This week presented many ideas for using social networking and online collaboration to engage students and allow them to express their creativity and learning. Websites such as Facebook and MySpace, and tools such as bolgs and wikis help students and teachers "interact with their peers around the world", "give and receive ongoing feedback", and "easily manage work" created by groups of people (Laureate 2009).

In following through with my GAME plan I feel that I am still working toward certain goals. I am still working with my students to teach them some of the technology I have learned recently. I am still concentrating on being patient with my sixth graders, knowing that they all learn at different rates. I am improving my ability to differentiate instruction in a manner that accommodates these varying learning speeds and styles.

Although I am headed in the right direction toward my goals, I am not ready to set new goals for myself. It has been my experience that I should not set new goals until I have accomplished the originals ones I set out to meet. Instead of setting a new goal I will try to extend what I have learned thus far. I will continue to seek out better and more efficient ways to apply the concepts I have learned so that the implementation of it in the classroom becomes second nature.

References:

Laureate Education, Inc. (Executive Producer). (2009). Program 10. Spotlight on Technology: Social Networking and Online Collaboration Part 1. [Educational video]. Baltimore: Author.

Application 5 - Evaluating My GAME Plan Progress

The final step in the GAME Plan mentioned in the learning resources is to evaluate your progress in reaching your goal. A self-directed learner should be able to assess whether or not they achieved what they set out to do. He or she should determine what steps to take, if necessary, to change course in the journey toward the ultimate goal.

When evaluating my GAME plan I believe that the actions I have taken are helping me meet my goals in integrating technology. Having the ability to monitor my progress has made it easier to change direction before I go too far along in my plan. That way I do not waste any time or resources going in the wrong direction.

I have learned several ideas for reaching all learners and giving them the opportunity to express their learning. Technology gives students many different avenues for gathering, analyzing, and presenting information.

Although I am closer to my goal, there are still things I need improve on. I am still not completely comfortable with some of the digital tools and resources mentioned in the learning resources. With time and practice this issue should be resolved. Because my class this year is not very diverse academically, I will not be able to assess my effectiveness at reaching all of the different types of learning.

References:

Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.

Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.

Application 4- Monitoring GAME Plan Progress

As I progress through my technology GAME plan I am learning new ideas and about new resources to use in my classroom to integrate technology. The learning resources and my colleagues have helped me find information and tools I need to gain confidence in my ability to seamlessly use technology to complement my instruction. I now understand that using technology is not the main goal. It is merely a means to an end. In other words, the content is what is most important and technology is only used to help reach all learners and increase interest and student engagement. At this point I do not see any reason to modify my action plan as it is written. I have been able to follow it closely with no need for modifications.
As I learn new technologies and ways to implement them, certain questions have arisen. What do schools with limited funds do to compensate for lack of technology? What are school districts doing to promote the importance of technology in schools? How can I help my colleagues integrate technology in their lesson plans? Hopefully, I find the answers soon.

Application 3 - Carrying Out Your GAME Plan

In order to carry out my GAME plan mentioned in my previous post, there are certain resources and information that I will need to reach my goal. The first goal I set for my self, “to learn how to better present specific and relevant real-world problems that interest my students and then use the Internet and other digital means to solve them” requires the use of digital media such as Youtube and podcasts. These resources would enable me to present the most current topics that are appropriate for my students and their interests. A wiki would allow my students to collaborate in solving real-world problems and the creation of a video or other digital media would enable them to present their solutions to problems and share them in ways previously not available.

The second goal I set for my self, “to provide my students with multiple opportunities to use their varied learning styles” could be reached using strategies mentioned in this week’s learning resources. Technology can be used to reach all types and levels of learning if used appropriately by a knowledgeable teacher (Laureate 2009). The use of online tutorials, digital projects, interactive websites, graphing software, and assistive technology can help a student reach his or her potential in a way not seen before. Along with these tools I would need to do further consultation with experts and colleagues who have had experience and success using these resources. People can be just as valuable a resource as any type of literature.

References:

Laureate Education, Inc. (Executive Producer). (2009). Program 6. Meeting Students’ Needs with Technology, Part 2. [Educational video]. Baltimore: Author.

Application 2: Developing Your Personal GAME Plan

An educator should always look for ways to strengthen competency and effectiveness in their teaching. The reason I am trying to earn my Master’s degree in technology integration is because I want to become more proficient in this field. In addition to my coursework I need to devise a plan for self-directed learning after my degree has been earned. Cennamo, Ross, and Ertmer have developed a “GAME plan (that) enables you to customize your approach to learning tasks, to develop relevant skills that are important to you, and prepares you for lifelong learning” (2009). This plan requires you to set goals (G), take action (A), monitor your progress (M), and evaluate your learning (E).

The International Society for Technology in Education (ISTE) website presents five standards, and indicators for each, in their National Educations Standards for Teachers (NETS-T). There are two of those indicators that I feel less than proficient in and in which I would like to strengthen my confidence and ability. The first indicator is found under standard number one. It states: “Engage students in exploring real-world issues and solving authentic problems using digital tools and resources” (ISTE 2008). In order to follow the GAME plan I would first need to set a goal. I want to learn how to better present specific and relevant real-world problems that interest my students and then use the Internet and other digital means to solve them. My plan of action is to discuss with my students the issues and problems they care about and focus on one or two that are the most prominent. Then, develop objectives that cover that content. Finally, I would research technology that would enhance my lessons. “Technology should be used as a tool to enhance your objectives,” not the other way around (Laureate 2009). To monitor my progress I will consistently reassess the strategies I am using for effectiveness and adjust accordingly. After completion of the lessons I will evaluate whether or not I attained the goal I first set for myself. At this point, it is essential for the teacher to determine “whether (he or she was) successful in meeting (their) goals” (Cennamo et al, p. 5 2009).

The second indicator in which I want to increase my confidence is found under standard number two. It states: “customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources” (ISTE 2008). Technology can be used in various modes to reach all of the different ways in which students learn (Laureate 2009). Following the GAME plan, my purpose for this indicator is to set the goal of providing my students with multiple opportunities to use their varied learning styles. The action I will take is to first make myself more knowledgeable on the subject of multiple intelligences. Next, I will develop lessons that reach as many multiple intelligences as possible. Subsequently, I will seek out digital tools that may help enhance my lessons and engage the learners in my classroom. The Smart Board is one example of technology that reaches many learning styles including audio-visual, kinesthetic, spatial, musical, and interpersonal (Laureate 2009). My classroom does not contain a Smart Board; However, I do have the means for creating a tool similar to one. When monitoring my progress I will ensure that I am including activities that get students moving around, include plenty of images and sounds, and group activities. The evaluation step is essential for establishing concrete evidence that a teacher is meeting their goal in a timely and efficient manner. To identify my level of progress I will create a rubric for myself that contains key criteria for reaching my goal.


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.

Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.

National Education Standards for Teachers (NETS-T) located at: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf

Bridging Learning Theory, Instruction, and Technology Reflection

At the beginning of this course I developed a "Personal Theory of Learning" that summarized my current approach to teaching as being aligned with a behaviorist perspective. I also set a goal for myself to move my strategies and practices toward a constructionist point of view. Upon completion of this course I still have this goal in my sights. I believe constructionist methods of teaching are the most effective at demonstrating student comprehension and to foster collaboration and teamwork.

As a result of my learning in this course I plan to use technology on a more consistent basis and in more effective ways. Previously, I saw technology as a teaching tool instead of a learning tool. I have used it as a way to present information to students. Now I know that technology is more effective as a learning tool that is student-focused and used by them to gain knowledge and to create artifacts that exhibit understanding. Two of these learning tools that I plan to use with my students is virtual field trips and concept mapping software. Virtual field trips will enhance student learning because they allow you to take your students to places that you otherwise might not be able visit due to financial or logistical reasons. Concept mapping software supports learning in that it enables students to organize their thoughts in a way that promotes knowledge retention.

Integrating technology in my classroom has always been a focus and I have two goals I would like to reach for accomplishing this task. First, I must reserve the computer lab more often. In my school we have two mobile computer labs, one for primary and one for intermediate. Right now, I have a one hour time slot each week in which I can use the lab. I must find other times during the week to have the lab in my room so that computers are accessible to my students. Second, I must introduce my students to more technology tools earlier in the school year. Typically, I slowly integrate technology in my classroom out of fear that my students will not be able to handle new complications. What I have learned is that I am the one who is fearful of new technology. I have found that my students are quick learners when it comes to technology because they have grown up with it.

Link to my Voice Thread artifact

Here is the link to the Voice Thread artifact:

http://voicethread.com/share/1038020/

Connectivism and Social Learning in Practice

In this week’s learning resources we explored one strategy for social learning called cooperative learning. In Pitler, Hubbell, Kuhn, and Malenoski’s book, they provide many examples of social networking and collaboration tools that correlate to this strategy and social learning theories in general. Dr. Michael Orey states that “collaborative and cooperative learning are when kids are working together to construct an artifact and everyone in the group is responsible for the work” (Laureate 2009).
There are many types of multimedia in which students can create. A video is an excellent way for students to demonstrate their understanding and apply what they have learned. Along with multimedia there are a vast amount of web resources available to teachers and students. Web 2.0, also called the “Read Write Web” has made it possible for teachers and students to create and share their artifacts with others around the world. This form of cooperative learning shows just how education has become more global than ever. In addition to web resources there is communication software that enables students to share their ideas with others. Blogs and wikis allow students to post their work, share it, and comment on others work. A wiki is an online collaboration tool that facilitates the working together of students to create projects and artifacts.

Resources:

Laureate Education, Inc. (Executive Producer). (2009). Program 8. Social Learning Theory. [Educational video]. Baltimore: Author.

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

In this week’s learning resources we explored the strategy of “Generating and Testing Hypotheses” (Pitler et al, 2007). The core tools for implementing this practice contain an overriding technology component. Traditionally, this concept is considered scientific in nature; however, it can be applied in many other subjects not related to science. Generating and testing a hypothesis can be accomplished using six different tasks. They are systems analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making. Many, if not all, of these tasks relate to constructivist/constructionist learning theory. In each instance students have the opportunity to create an artifact of some kind that builds upon their knowledge and strengthens their comprehension of the concepts.

There are several technologies that relate to the concept of generating and testing hypotheses and make this strategy more engaging for students. Spreadsheet software enables students to gather, organize, and analyze data and then draw conclusions based upon their findings. The artifact that is created provides a tool for students to learn the content the curriculum entails. Data collection tools use inquiry as a means of learning. They “enable students to see the bigger picture and recognize patterns (in data)” (Pitler et al p. 210, 2007). Web resources and gaming software allow students to put themselves in real-world situations that might not be possible to achieve otherwise due to financial or impractical reasons. These include virtual simulations, multiplayer strategy games, and online role playing games.


References:

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

Cognitivism in Practice

After reading the sections “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking”, I noticed some correlations between these strategies and cognitive learning theory. According to Dr. Michael Orey, technology such as word processing, spreadsheet, and organizing software can be used effectively by “integrating multiple senses in presentations (which) improve learning” (Laureate 2009). Pintler, Hubbell, Kuhn, and Malenoski mention specific benefits of these types of software in their book, Using Technology with Classroom Instruction that Works. Word processing programs have the capability to create charts and tables for note taking as well as data organization. Spreadsheets can also be used to organize data and greatly decreases the amount of time taken to create them due to the multitude of calculations that the program does for them. Organizing and brainstorming programs allow students and teachers to organize their ideas and put them in a visually appealing array that promotes processing of information.

All of the above mentioned tools employ cognitive learning theory. Dr. Orey believes that short-term memory and working memory are most important in classroom practices and they provide a bridge to long-term memory which is the location educators ultimately want information to reach. These technology tools also relate to Paivio’s Dual Coding Hypothesis which Dr. Orey states in this fashion: “People remember images better than they can remember just text” (Laureate 2009). Spreadsheets, concept maps, and word processing all have the capability of incorporating visual images in the products students create. These images then help to imprint information in their short-term and working memory which is eventually transferred into their long-term memory.



References:

Laureate Education, Inc. (Executive Producer). (2009). Program 5. Cognitive Learning Theories. [Educational video]. Baltimore: Author.

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

Behaviorism in Practice

In this week's learning resources we were introduced to two concepts for combining technology with behaviorist theories of learning. In the book, "Using Technology with Classroom Instruction that Works", we learned about two strategies, "Reinforcing Effort" and "Homework and Practice". Both of these ideas use the behaviorist notions of reinforcement, rewards, and consequences. For example, the chapter on reinforcing effort provides several activities that use technology to reinforce good behavior. Spreadsheets programs can be used to help students track the relationship between effort and success. They soon realize that the amount of success they achieve is proportional to the amount of effort they put forth.

Another activity demonstrated the usefulness of homework and practice. Homework assignments should be given to reinforce what was learned in class. They should be used for practice and students should be given appropriate feedback. This relates to behaviorist theory because it accentuates positive results while trying to eliminate less desirable results. When a student is given specific feedback on their work, they will know exactly what they have done correctly and what they need to do improve.

Similar to the previously mentioned spreadsheet activity, another example from the learning resources mentions an activity done by a physical education teacher and football coach. By having his team members track their workouts, they were able to see the progress they were making. They saw the amount of weight they were lifting, as well as their speed increase. this allowed their positive athletic behaviors to be reinforced while minimizing their negative results.


References:

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