The GAME plan is a self-directed learning method that requires a person to set goals, develop ways to take action to fulfill the goals, monitor the progress and steps it takes to achieve the goals and finally evaluate the overall process. The GAME plan I developed is focused on integrating a new technology into the classroom each month and learning the diverse needs of my students. I believe that I have done a good job working towards achieving the goals I have set for my GAME plan. However, I have realized that the goals I have set for myself are long-term, making my GAME plan a career-long endeavor.
I have never used a process like the GAME plan before, yet I have learned quite a bit from this experience. First and foremost, I believe that I have truly become aware of my learning styles. I always had a strong idea of how I learn and the ways in which I prefer to learn, but in school my teachers did not always cater to my learning needs. However, in self-directed learning, I am able to focus on my learning preferences making it easier for me to master the skills I need to properly integrate technology into the classroom. Because I had an opportunity to reflect on the importance of focusing my learning towards my needs, I have realized the impact I would have on my students if I did the same thing. Therefore, the goal I set to achieve, learning the diverse needs of my students, has become a major priority. I have since begun to implement a minimum of 4 learning styles into each of my lessons. The new technology I have been learning is making this process easy for me because most 21st century technology is already geared towards multiple learning styles. In addition, I am in the process of changing my classroom to reflect a more student-driven learning environment. As a social studies teacher, this course has opened my eyes to the vast amounts of possibilities and educational advantages students have when driving their own learning. I am confident that what I have learned from this course will lead to my students’ ability to become better learners and for that, I am eternally grateful.
Sunday, December 27, 2009
Wednesday, December 16, 2009
Using the GAME Plan Process with Students
The National Education Technology Standards for Students (NETS- S) are a series of standards that were developed by the International Society for Technology in Education (ISTE) to help teachers prepare students for the 21st century. In addition to establishing standards for students, the ISTE has also developed a series of standards to prepare teachers (NETS-T) for educating students in the 21st century. Over the past few weeks, I have been working towards developing and completing a GAME plan that is focused on setting and achieving goals based on the standards initiated by the ISTE.
An excellent way for students to become acquainted with the NETS-S standards is to develop a GAME plan of their own. The GAME plan will provide students with an opportunity to set meaningful goals while developing a structured plan that will help to achieve them. It will also help me teach students how to set goals for themselves. Goal setting is something that my students seldom do; therefore the GAME plan would enable me to teach my students that it is a process that can be fun and easy.
I believe that the best time to engage students in developing a GAME plan is in the beginning of the school year. Traditionally, the first day of school is dedicated to establishing rules, becoming acquainted with classmates and sometimes setting goals for the school year. Opening the first day of class with a proposal for all students to establish goals regarding their future might not sound very exciting and might be hard for some students to do. Unfortunately, some students live day to day and do not think too much about their future. However, opening the first day with a proposal for setting goals that allow students to engage in using innovative technology that will enhance their future, no matter what path they take, sounds exciting. In implementing the GAME plan students will develop proficiency in the NETS by turning basic learning into a life experience. The GAME plan allows for hands-on real-life learning that appeals to the realistic learning many students urn for.
An excellent way for students to become acquainted with the NETS-S standards is to develop a GAME plan of their own. The GAME plan will provide students with an opportunity to set meaningful goals while developing a structured plan that will help to achieve them. It will also help me teach students how to set goals for themselves. Goal setting is something that my students seldom do; therefore the GAME plan would enable me to teach my students that it is a process that can be fun and easy.
I believe that the best time to engage students in developing a GAME plan is in the beginning of the school year. Traditionally, the first day of school is dedicated to establishing rules, becoming acquainted with classmates and sometimes setting goals for the school year. Opening the first day of class with a proposal for all students to establish goals regarding their future might not sound very exciting and might be hard for some students to do. Unfortunately, some students live day to day and do not think too much about their future. However, opening the first day with a proposal for setting goals that allow students to engage in using innovative technology that will enhance their future, no matter what path they take, sounds exciting. In implementing the GAME plan students will develop proficiency in the NETS by turning basic learning into a life experience. The GAME plan allows for hands-on real-life learning that appeals to the realistic learning many students urn for.
Wednesday, December 9, 2009
Revising My GAME Plan
When I was monitoring my progress throughout my GAME plan, I was confidant that I was doing well and that I was going to have a fairly easy time achieving my goals. However, after I evaluated my progress, I realized the need to slightly revise my GAME plan by establishing an additional goal that will help me in organizing and pacing the time I spend learning resources. I find that it is necessary for me to limit how frequently I learn a new resource. The problem I am encountering is that I am learning a little about a few resources, rather than focusing on mastering one. As a result, I have been unable to apply any of these new resources in my instructional practice.
As I mentioned last week, the original goals I established for myself will be goals that I will continue to strive towards throughout my entire teaching career. It is important for me to continuously learn my students’ learning needs, while implementing meaningful resources that will reach diverse learners. I believe that the learning goals I have set for myself are challenging and I think it is necessary to master these goals before I go ahead and focus on setting newer goals. Focusing on too many goals at once may cause me to lose tract of my original GAME plan, something I am trying very hard not to do. One way I can extend my learning will be to increase my exposure to tutorials and how-to-tips pertaining to the resource. Sometimes small suggestions and tricks make a huge difference when learning something for the first time.
Overall, I believe that this experience has caused me to become a better self-directed life-long learner. I have used trial-and error methods of learning in the past, but as I found through this process, I need more than trial and error if I ever want technology to be an effective learning tool.
As I mentioned last week, the original goals I established for myself will be goals that I will continue to strive towards throughout my entire teaching career. It is important for me to continuously learn my students’ learning needs, while implementing meaningful resources that will reach diverse learners. I believe that the learning goals I have set for myself are challenging and I think it is necessary to master these goals before I go ahead and focus on setting newer goals. Focusing on too many goals at once may cause me to lose tract of my original GAME plan, something I am trying very hard not to do. One way I can extend my learning will be to increase my exposure to tutorials and how-to-tips pertaining to the resource. Sometimes small suggestions and tricks make a huge difference when learning something for the first time.
Overall, I believe that this experience has caused me to become a better self-directed life-long learner. I have used trial-and error methods of learning in the past, but as I found through this process, I need more than trial and error if I ever want technology to be an effective learning tool.
Wednesday, December 2, 2009
Evaluating my GAME Plan
Over the past few weeks, I have been working towards the goals I developed for my GAME plan. The GAME plan is a guide for teachers to follow for self-directed learning (Cennamo, Ross, Ertmer, 2009). The final step of the GAME plan is the evaluation process (Cennamo, Ross, Ertmer, 2009). Like all learning, self-directed learning should be also be evaluated. As I mentioned last week, technology is constantly evolving. However, after today I realized that the more technology evolves, the more I evolve. After work, an old colleague of mine came to my school and introduced me to some of the resources he learned while attending a technology conference in Rochester, NY. The resources blew my mind and made me realize that my GAME plan is going to be a life-long process. I witnessed a wind turbine rotate when I blew into the microphone of my computer. It was incredible and it was just a small preview of the technology General Electric (GE) is developing for the future. My PD session today, showed me that there are an infinite amount of possibilities when it comes integrating instructional technology in the classroom.
My goal is to learn and implement a new piece of technology every month. I believe that I have done a good job so far locating innovative resources to apply to my instructional practice, but I feel as if I am learning something new every week. Too many resources can sometimes be overwhelming. I do find myself jumping around and spending small bits of time trying to learn too many technology resources at once. I think it is because I get so excited about learning how each of them might enhance my students’ learning experience. As a result of this, I have decided to tackle one resource at a time by organizing a section of my online bookmarking site to house them in the order I found them. I will stick to my original plan and pick one each month and dedicate my time solely to learning and developing an activity that incorporates the new technology. I am also going to keep an online journal where I can keep notes and observations about the resource, almost like a database. Adjusting the organizational aspect of my plan will definitely help keep me on track and keep my goals alive.
I believe that my goals are going to always be what I strive to achieve and I am willing to work as long and as hard as it takes to be successful.
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
My goal is to learn and implement a new piece of technology every month. I believe that I have done a good job so far locating innovative resources to apply to my instructional practice, but I feel as if I am learning something new every week. Too many resources can sometimes be overwhelming. I do find myself jumping around and spending small bits of time trying to learn too many technology resources at once. I think it is because I get so excited about learning how each of them might enhance my students’ learning experience. As a result of this, I have decided to tackle one resource at a time by organizing a section of my online bookmarking site to house them in the order I found them. I will stick to my original plan and pick one each month and dedicate my time solely to learning and developing an activity that incorporates the new technology. I am also going to keep an online journal where I can keep notes and observations about the resource, almost like a database. Adjusting the organizational aspect of my plan will definitely help keep me on track and keep my goals alive.
I believe that my goals are going to always be what I strive to achieve and I am willing to work as long and as hard as it takes to be successful.
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Sunday, November 29, 2009
Monitoring My GAME Plan Progress
Technology is constantly evolving. It is important for teachers to also evolve with technology so that they can prepare students to utilize new technology in a constructive manner. As I progress through my GAME plan, I have discovered that there are many pieces of technology out there for me to learn and various strategies for integrating these technologies into my classroom. The GAME plan is a step-by-step process that teachers, and even students, can follow as a guide for self-directed learning (Cennano, Ross, Ertmer, 2009, p7). I established for myself two goals that I would like to achieve prior to the completion of this course. The goals I developed are based upon the National Educational Technology Standards (www.iste.org) for educators.
I am having absolutely no trouble finding the information and resources I need to fulfill the goals I have listed for my GAME plan. The first goal I set for myself is to, “model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning (www.iste.org).” I have discovered another piece of technology that I would like to incorporate into my classroom. Through the use of the GAME plan, I am slowly learning how to use and implement this program into my classroom. The newest program is called Google SketchUp and I am amazed at its capabilities. In my last blog post, I discussed how I was able to attend a professional development seminar that focused on learning Google Earth. Well, what I have learned since then is that both Google Earth and Google SketchUp can be used with one another. Google SketchUp is a program that allows a person to “create, modify and share 3D models” (http://sketchup.google.com), which can also be made for Google Earth. Currently, my students are reading a book that is based on a neighborhood in Spanish Harlem, called Bodega Dreams. I believe that the use of this program, along with Google Earth, will allow my students to re-create the neighborhood based on how they “see it” in the book. I feel that by instituting this activity, students will have an opportunity to turn their thoughts about the book into images they can see.
This activity of re-creating the neighborhood in the novel also aligns with my second goal, “which focuses on addressing students’ diverse learning styles, working strategies, and abilities using digital tools and resources (www.ISTE.org). “ I have also developed a survey using an online survey tool called Survey Monkey (www.surveymonkey.com) to learn the learning styles and working strategies of my students. I have found so far that many of my students learn best through visual and hands-on activities. Each student has provided in some detail their learning preferences and an explanation as to why they feel they learn best using the method they stated. I was surprised to find how many students are aware of their learning style(s). The one new question that has arisen while working towards this goal is how I am going to get students to feel comfortable learning using methods that do not align with their learning needs. I feel that this is important because life does not always cater to our every need and therefore, we sometimes have to be flexible to learn in ways we do not necessarily prefer.
Overall, I believe that I am making great progress towards achieving my goals and I do not feel I need to modify my GAME plan in any way. Since I have started working through my GAME plan, I have definitely taken a different approach in developing lessons and setting goals for my students. I am now more aware of my students’ needs and I am more open to learning and trying new technologies that I am not so comfortable with using.
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Google Earth. http://earth.google.com/
Google SketchUp. http://sketchup.google.com
ISTE International Society for Technology in Education. (2008) NETS-T.
I am having absolutely no trouble finding the information and resources I need to fulfill the goals I have listed for my GAME plan. The first goal I set for myself is to, “model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning (www.iste.org).” I have discovered another piece of technology that I would like to incorporate into my classroom. Through the use of the GAME plan, I am slowly learning how to use and implement this program into my classroom. The newest program is called Google SketchUp and I am amazed at its capabilities. In my last blog post, I discussed how I was able to attend a professional development seminar that focused on learning Google Earth. Well, what I have learned since then is that both Google Earth and Google SketchUp can be used with one another. Google SketchUp is a program that allows a person to “create, modify and share 3D models” (http://sketchup.google.com), which can also be made for Google Earth. Currently, my students are reading a book that is based on a neighborhood in Spanish Harlem, called Bodega Dreams. I believe that the use of this program, along with Google Earth, will allow my students to re-create the neighborhood based on how they “see it” in the book. I feel that by instituting this activity, students will have an opportunity to turn their thoughts about the book into images they can see.
This activity of re-creating the neighborhood in the novel also aligns with my second goal, “which focuses on addressing students’ diverse learning styles, working strategies, and abilities using digital tools and resources (www.ISTE.org). “ I have also developed a survey using an online survey tool called Survey Monkey (www.surveymonkey.com) to learn the learning styles and working strategies of my students. I have found so far that many of my students learn best through visual and hands-on activities. Each student has provided in some detail their learning preferences and an explanation as to why they feel they learn best using the method they stated. I was surprised to find how many students are aware of their learning style(s). The one new question that has arisen while working towards this goal is how I am going to get students to feel comfortable learning using methods that do not align with their learning needs. I feel that this is important because life does not always cater to our every need and therefore, we sometimes have to be flexible to learn in ways we do not necessarily prefer.
Overall, I believe that I am making great progress towards achieving my goals and I do not feel I need to modify my GAME plan in any way. Since I have started working through my GAME plan, I have definitely taken a different approach in developing lessons and setting goals for my students. I am now more aware of my students’ needs and I am more open to learning and trying new technologies that I am not so comfortable with using.
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Google Earth. http://earth.google.com/
Google SketchUp. http://sketchup.google.com
ISTE International Society for Technology in Education. (2008) NETS-T.
Wednesday, November 18, 2009
My Action Plan – In response to my GAME plan.
There are a variety of resources I will need in order to carry out my GAME plan. First and foremost, I will need to gain access to professional development seminars so that I can learn a new technology each month. I believe that this is the most important resource because without learning how to properly implement a new technology in my classroom each month, I may not execute it in an effective manner (or the most effective way possible).
Another resource that I will need access to in order to carry out my plan is a survey tool that each student can take upon entering my class. I would like for the survey to be digital and flexible. Being flexible to me means it is not concrete. I want to be able to change the survey as the times change. I understand that learning styles will always be learning styles. However, the way in which I phrase a particular question may need to be altered in the event technologies or educational tools become obsolete or replaced by others.
The strategy I plan on using to learn how to use these tools is going to be a combination of self-guided learning and teacher collaboration. I believe that one can learn a lot simply by collaborating with his or her peers. Teachers who have used digital technologies in the past can guide me in choosing a tool that best fits my students’ needs. In addition, fellow teachers can also share their own experiences when using particular technologies that can further my knowledge base. Polling teachers on their thoughts/ concerns of using a particular tool in the classroom can also save me time when deciding which tool to use.
The only step I have taken so far is to attend a professional development on Google Earth. The seminar was amazing and I left with an array of lesson ideas that I can use to introduce the program as well as get the students involved in using it. As far as the survey is concerned, the only step I have taken was research what a current classmate suggested, and that was to go online and search for pre-made surveys online. As of today, I have not found anything that I particularly like, but I did come up with the idea of making it a digital survey.
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.
Google Earth. http://earth.google.com/
Another resource that I will need access to in order to carry out my plan is a survey tool that each student can take upon entering my class. I would like for the survey to be digital and flexible. Being flexible to me means it is not concrete. I want to be able to change the survey as the times change. I understand that learning styles will always be learning styles. However, the way in which I phrase a particular question may need to be altered in the event technologies or educational tools become obsolete or replaced by others.
The strategy I plan on using to learn how to use these tools is going to be a combination of self-guided learning and teacher collaboration. I believe that one can learn a lot simply by collaborating with his or her peers. Teachers who have used digital technologies in the past can guide me in choosing a tool that best fits my students’ needs. In addition, fellow teachers can also share their own experiences when using particular technologies that can further my knowledge base. Polling teachers on their thoughts/ concerns of using a particular tool in the classroom can also save me time when deciding which tool to use.
The only step I have taken so far is to attend a professional development on Google Earth. The seminar was amazing and I left with an array of lesson ideas that I can use to introduce the program as well as get the students involved in using it. As far as the survey is concerned, the only step I have taken was research what a current classmate suggested, and that was to go online and search for pre-made surveys online. As of today, I have not found anything that I particularly like, but I did come up with the idea of making it a digital survey.
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.
Google Earth. http://earth.google.com/
Saturday, November 14, 2009
When Technology is a Bust....
I love technology! Some people say they cannot live without their cellphones, well, I cannot live without my computer! Life would not be the same. However, I can live without some of the problems technology creates in a person's life. For example, I just spent almost 20 minutes responding to the comments that some of my classmates posted on my blog. When I was finished, I clicked the post button and I received a message saying that it could not be posted! So, I copied my lengthy responses and refreshed the page being that it sat idle while I was typing. When I proceeded to paste the lengthy response only a section of it appeared...which means part of it did not copy! Therefore, I had to re-write 90% of it, forgetting some of the information I originally typed up. Why can't technology be perfect? Why does it present an opportunity for something to go wrong? If I would have hand-written my responses, they would not have disappeared off of the page. I would not have had to do double the work! Does anyone else ever find situations like this one frustrating?
Thursday, November 12, 2009
My Personal GAME Plan
After visiting the International Society for Technology in Education (ISTE), I chose two areas within the National Education Standards for teachers that I feel I can improve upon. Although there are others areas that probably could use some tweaking, these areas I feel the least proficient in.
2c. Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
Although I feel that I develop lessons that suit everyone’s personal preferences when it comes to learning, the reality is, I do not. There have been occasions when I have assumed a student knew something or understood something because I said it or showed it in a certain way.
However, it is unfair for me to think that every student is learning simply because I said it in a way that I would understand.
Goal: I would like it so that each and every one of my lessons addresses the learning styles of every student. I want the lesson to address their working strategies and I want it to fit within their technological abilities – even if it means creating an additional lesson that taught them how to do something.
Action: First, I will have to take the time to really get to know each of my students as far as their learning preferences are concerned (this could almost be a goal within itself). I can do this by interviewing or speaking to each student individually. I then have to create and execute a lesson where I exert what I learned from the students into the lesson.
Monitor: One way to monitor whether or not I am on my way to achieving my goal is to go back and re-pole or question the students. I can ask them to compare and contrast some of the things I did in the current lesson to past lessons. I can also monitor my achievement by assessing the students. Did John Doe perform better when I targeted his learning styles, working strategies, and abilities using digital tools and resources? Was there a difference in the level of engagement when I took the time to create my lesson based upon their learning needs rather than developing a lesson based on what I feel is right?
Evaluation: Whether or not I met my goal will be based upon the conclusions I make while I monitor my progress. If my students’ content knowledge and levels of engagement increase, than I know I am creating lessons that are specific to their needs. This will be evident because the students will be responding positively to the lessons I plan.
3d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
I am the type that tends to use the technology that I am comfortable with – even though there are better technologies out there.
Goal: To learn and implement and continue the use of one new technology into the classroom a month.
Action: I will begin by creating a list of new technologies that I am unfamiliar with. I will then take the necessary steps to learn the new technology and then implement the use of that technology into my classroom. In doing so, I will create lessons that can be used to introduce the technology to the students. I will also create lessons where the technology is a component of the lesson.
Monitor: I will monitor my progress as to how well the students use and respond to the new technology. If I teach my students how to use a concept-mapping program, one way of monitoring my progress is through their use of the program. Is it a technology that the students have begun using in their own assignments/ projects? Did I model and facilitate effective use of the digital tool? How will I know… are the students utilizing the tools in an effective manner?
Evaluate: I will evaluate myself through the students. I will know that I achieved my goal because my students will be actively involved in the use of the new technology I introduce to them (or not introduce to them because chances are they might already be familiar with the technology). I will also evaluate myself based on the conclusions I make as I monitor my progress.
ISTE International Society for Technology in Education. (2008). NETS-T. Retrieved November 9, 2009, from Http://www.iste.org/Content/NavigationMenu/NETS/FroTeachers/2008Standards/NETS_T__Standards_Final.pdf
2c. Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
Although I feel that I develop lessons that suit everyone’s personal preferences when it comes to learning, the reality is, I do not. There have been occasions when I have assumed a student knew something or understood something because I said it or showed it in a certain way.
However, it is unfair for me to think that every student is learning simply because I said it in a way that I would understand.
Goal: I would like it so that each and every one of my lessons addresses the learning styles of every student. I want the lesson to address their working strategies and I want it to fit within their technological abilities – even if it means creating an additional lesson that taught them how to do something.
Action: First, I will have to take the time to really get to know each of my students as far as their learning preferences are concerned (this could almost be a goal within itself). I can do this by interviewing or speaking to each student individually. I then have to create and execute a lesson where I exert what I learned from the students into the lesson.
Monitor: One way to monitor whether or not I am on my way to achieving my goal is to go back and re-pole or question the students. I can ask them to compare and contrast some of the things I did in the current lesson to past lessons. I can also monitor my achievement by assessing the students. Did John Doe perform better when I targeted his learning styles, working strategies, and abilities using digital tools and resources? Was there a difference in the level of engagement when I took the time to create my lesson based upon their learning needs rather than developing a lesson based on what I feel is right?
Evaluation: Whether or not I met my goal will be based upon the conclusions I make while I monitor my progress. If my students’ content knowledge and levels of engagement increase, than I know I am creating lessons that are specific to their needs. This will be evident because the students will be responding positively to the lessons I plan.
3d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
I am the type that tends to use the technology that I am comfortable with – even though there are better technologies out there.
Goal: To learn and implement and continue the use of one new technology into the classroom a month.
Action: I will begin by creating a list of new technologies that I am unfamiliar with. I will then take the necessary steps to learn the new technology and then implement the use of that technology into my classroom. In doing so, I will create lessons that can be used to introduce the technology to the students. I will also create lessons where the technology is a component of the lesson.
Monitor: I will monitor my progress as to how well the students use and respond to the new technology. If I teach my students how to use a concept-mapping program, one way of monitoring my progress is through their use of the program. Is it a technology that the students have begun using in their own assignments/ projects? Did I model and facilitate effective use of the digital tool? How will I know… are the students utilizing the tools in an effective manner?
Evaluate: I will evaluate myself through the students. I will know that I achieved my goal because my students will be actively involved in the use of the new technology I introduce to them (or not introduce to them because chances are they might already be familiar with the technology). I will also evaluate myself based on the conclusions I make as I monitor my progress.
ISTE International Society for Technology in Education. (2008). NETS-T. Retrieved November 9, 2009, from Http://www.iste.org/Content/NavigationMenu/NETS/FroTeachers/2008Standards/NETS_T__Standards_Final.pdf
Sunday, November 1, 2009
Reflection
Supporting Information Literacy and Online Inquiry in the Classroom has been one of the best classes I have taken so far. I believe that the course materials and portfolio activity have taught me to integrate technology into the classroom in an effective manner. The knowledge I have gained has transformed the way I teach my students. I have also noticed positive changes in my classroom as far as learning goes. My students have been more engaged in their work and I feel as if they are appreciating the content more. This course has definitely equipped me with techniques and materials that will guide me in preparing my students for the 21st century.
The most striking revelation I had was when I was teaching the students how to locate resources when using the Internet for a project on New York State. I did not realize how little my students knew about the Internet. Although they did not use it directly, I did prepare a lesson on basic Internet usage. Throughout out the lesson, the students revealed little or no knowledge about its vast capabilities. It was then that I realized how important it was to teach the students about the Internet. I also understood how pertinent it is for me to continue to grow with my students. As the years go by technology will change and grow. Overall, I feel that I have learned how important it is to effectively teach my students the skills they need to properly engage in 21st century technology.
The knowledge and experiences I have gained from this course have already had a huge impact on my teaching practices. I have integrated technology into each of my lessons and have taken a softer role in the classroom. I am no longer front and center. I have learned that when students are provided with the opportunity to learn, they will and it can be fun. I now attempt to design activities that are interactive and interesting instead of more traditional assignments. I believe that I will continue to incorporate projects that are student driven and include using multiple modalities of communication.
Professional development is something I feel strongly about. I think it is important for teachers to continue to learn new, innovative ways to teach their students. However, in addition to attending professional development for updated teaching practices and lessons, I would like to expand my knowledge on technology in the classroom. One goal I have for myself is to master learning the new Leopard server at my school. I plan on doing this by attending workshops and conferences focused on managing the product. Having computers in a classroom entails setting up and managing a network. Since I face a high rate of turnover, I need to be able to create and manage accounts in a timely and effective manner. Learning the system will keep the class running smoothly and it will also help me maintain a safe learning environment for my students.
The most striking revelation I had was when I was teaching the students how to locate resources when using the Internet for a project on New York State. I did not realize how little my students knew about the Internet. Although they did not use it directly, I did prepare a lesson on basic Internet usage. Throughout out the lesson, the students revealed little or no knowledge about its vast capabilities. It was then that I realized how important it was to teach the students about the Internet. I also understood how pertinent it is for me to continue to grow with my students. As the years go by technology will change and grow. Overall, I feel that I have learned how important it is to effectively teach my students the skills they need to properly engage in 21st century technology.
The knowledge and experiences I have gained from this course have already had a huge impact on my teaching practices. I have integrated technology into each of my lessons and have taken a softer role in the classroom. I am no longer front and center. I have learned that when students are provided with the opportunity to learn, they will and it can be fun. I now attempt to design activities that are interactive and interesting instead of more traditional assignments. I believe that I will continue to incorporate projects that are student driven and include using multiple modalities of communication.
Professional development is something I feel strongly about. I think it is important for teachers to continue to learn new, innovative ways to teach their students. However, in addition to attending professional development for updated teaching practices and lessons, I would like to expand my knowledge on technology in the classroom. One goal I have for myself is to master learning the new Leopard server at my school. I plan on doing this by attending workshops and conferences focused on managing the product. Having computers in a classroom entails setting up and managing a network. Since I face a high rate of turnover, I need to be able to create and manage accounts in a timely and effective manner. Learning the system will keep the class running smoothly and it will also help me maintain a safe learning environment for my students.
Sunday, October 4, 2009
Sunday, June 7, 2009
Wednesday, June 3, 2009
Social Learning in Practice
Within the social learning theory, “students actively engage in constructing artifacts and conversing with others, which leads to a deeper understanding of the content (Laureate, 2008).” The resources given align with this theory because the sources are designed so that students may construct meaning through creation of a project while engaging in human interaction.
One instructional method that reflects the social learning theory is the Jigsaw strategy. Jigsawing uses collaborative groups and holds each member of the group accountable for learning information and teaching it to their teammates (Laureate, 2008). During my undergraduate studies, one of my professors once told me that 95% of what you learn is through teaching. I believe this statement to be 100% true. I feel that students who engage in the Jigsawing activity will develop a deeper understanding of the content simply because they are teaching it to their peers. I believe that the students who are on the receiving end of the information will also benefit from this strategy; the material is conveyed by their peers in a language that is easily understood.
Technology can easily be implemented with this instructional strategy in many ways. For instance, the students can use technology to create and present their “lessons” (Laureate, 2008). The examples that Dr. Orey mentions include PowerPoint, which I believe, can be used as a great supplement to any lesson. PowerPoint targets the learning needs of visual learners because it gives them the chance to see whatever it is the presenter is talking about. The use of PowerPoint as a supplement to this strategy also coincides with the social learning theory because students are creating something while constructing meaning.
Another piece of technology that students can use is Web-based programs. Such programs help with the creation of Jeopardy games, surveys, quizzes, wikis, and even blogs. These programs are real-life pieces of technology that the students can use to gain a broader understanding of the content. The implementation of work-related software in the classroom enhances the students’ connection to their future workplaces.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Wednesday, May 27, 2009
Constructivism in Practice
Each week, I am introduced to new ways to make learning more fun and meaningful within the classroom. Although I was already familiar with project-based learning and learning by design, I have steered away from using this approach within my classroom. Although two of the classrooms within my school contain computers, the overall department lacks some basic resources. My students gain information because I give it to them; they do not have access to the Internet, a library, textbooks, and certain supplies. Not having access to these resources makes it difficult to execute these projects. However, after reading some of the ideas that were presented this week (and some did not use the internet), I am going to begin to incorporate this type of learning into my classroom once again.
The constructionist learning theory is based upon the idea that, “knowledge is actively constructed in the mind of the learner (Orey, 2001).” One way the learner constructs this knowledge is through hands-on experience. Hands-on experience includes the use of technology; a powerful tool when it comes to project-based learning. Technology makes the creation and execution of a project much easier than hand created projects. It also gives every student an equal opportunity to produce a project that reflects what it is they have learned.
There are many technology-based programs that enable students to design meaningful products that can be used as a learning tool for all students to benefit from. One tool that students can use to help them present their project is PowerPoint. I like using PowerPoint because it does not require the Internet and it can be designed to look like a Web quest. The ability to make PowerPoint interactive is also important because it targets multiple learning styles. In the DVD, Dr. Orey states that, “In constructionism, it is getting kids to build stuff (Laureate, 2008).” PowerPoint correlates with this theory because it involves students, “building some sort of artifact that they can reflect upon and share with others (Orey, 2001).
Wednesday, May 20, 2009
This is a tool that I use frequently and I really think it brings life to a lesson. I hope that one day I will have the opportunity to travel the world and create my own virtual field trips that can be used as a part of a lesson. One day...
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Wednesday, May 13, 2009
Behaviorism in Practice
As an educator, it is exciting to see the amount of time and effort people put forth in attempting to develop effective instructional strategies. I am sometimes overwhelmed by the number of strategies that are out there and wonder which works best, how it works, and why it works.
This week, I have had the opportunity to read over several instructional strategies and examine how they correlate with the principles of the behaviorist learning theory. These strategies are designed to enhance student learning while having the students involved in the lesson. Each of these strategies makes great use of technology and guides students in achieving higher levels of performance both socially and academically.
The first strategy that correlates with the principles of the behaviorist learning theory is called reinforcing effort. This strategy requires students to keep track of the amount of effort they put towards their learning in a spreadsheet that then compares it to the frequency of how well they performed in relation to their effort. The students can then convert their spreadsheets to charts where they can view these connections. According to Dr. Orey, “Behaviorist techniques have long been employed in education to promote behavior that is desirable and discourage that which is not (Orey, M., 2001).” This correlates with the behaviorist theory because it shows the students that their performance and grades are a direct reflection of their effort and therefore reinforces positive behavior.
Multimedia and web resources are two ways students can enhance their learning of a particular concept or skill. These are both meant to help students practice key concepts and skills while using multimedia to enhance learning. One of the most effective tools is provided through the use of teacher or student made PowerPoint games (Marzano, R, 2007, p194). The games are created as a way for students to learn while having fun at the same time. Generally the games are an extension of the concepts being taught and are again used to reinforce concepts and skills. One such web resources can be interactive web sites such as BrainPOP. Students are able to use the site to practice skill building and development. These strategies also provide scaffolding that then helps the student understand the concept better. Additionally, students are able to work at their own pace while continuing to develop skills that best fit their needs.
There are many strategies out there that focus on enhancing learning, however, these strategies are meant to help students understand concepts through reinforcement. Although these resources designed to be used in the classroom, they have the flexibility of being used at home as well. What is good for the classroom can also be good for the home.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Sunday, March 1, 2009
Reflection
I am glad to have had the opportunity to participate in this class. This class has helped me develop a better understanding of the roles technology plays in the classroom. I have learned new strategies to effectively implement technology into my lessons. Although I always incorporate technology into each of my lessons, it does not always reflect the technology of the 21st century. This class has required me to become more familiar with 21st century technology such as blogs, wikis, and pod casts by utilizing them. I firmly believe that my experience with these programs will benefit my teaching career and more importantly, my students. This hands-on learning has made me feel more comfortable and confident in coordinating lessons that embrace these tools.
The class also made me re-evaluate my role as a teacher and the role of the students as well. Prior to this class, I was the chief source of knowledge in the classroom. In reality, the students could have been learning more if they were finding the information on their own. I understand the importance of allowing my students to become creators of their own work. By changing my classroom from being teacher-centered to learner-centered, I believe it will increase my students’ learning abilities. In order to ensure that I am preparing my students with skills they need for the 21st century, I must continue to engage in professional development. Adapting my teaching practices and the practices of my students will be difficult if I am not aware of how to effectively do it. Continued professional development will also keep me up-to-date with the newest developments in 21st century pedagogy.
My first goal in transforming my classroom is developing an intranet for the students to use. Unfortunately, the students are currently not allowed to use the internet which limits our use of 21st century tools. Therefore, I might have to compile data that reinforces the argument that technology is important in the classroom for my administrators to understand. Presenting an action research plan that outlines the benefits of technology in the classroom might also jumpstart a school-wide effort to re-design our overall approach of educating students who are incarcerated. I would also need to create lessons that model this approach so that the administrators can witness the effects of having this technology in the classroom.
My second goal is to continue evolving with the changes of the time. As of now, I will remain focused on my graduate studies and take full advantage of the resources each of my classes provides me with. However, I know that my learning will not end at the completion of this program. Recently, I signed up for a six week refresher course in basic computer applications such as Microsoft office and Internet capabilities and etiquette. It is beginning of my Principal’s plan to revamp our program to model a 21st century school. My colleagues and I have recently pitched the idea of purchasing a Mac laptop cart and Ipods for two of our classrooms and updating the two computer labs that are currently inoperable. With a lot of research and the help of this course, we designed a plan that stressed the importance of this technology in the classroom. The plan also states that we would undergo many hours of professional development that would prepare ourselves for the needs of 21st century learners. I am confident that the proactive attitude of my department will lead us to success. I became an educator knowing that I will be a life-long learner; an idea that excites me. I believe that this is one goal that I will never have trouble achieving.
The class also made me re-evaluate my role as a teacher and the role of the students as well. Prior to this class, I was the chief source of knowledge in the classroom. In reality, the students could have been learning more if they were finding the information on their own. I understand the importance of allowing my students to become creators of their own work. By changing my classroom from being teacher-centered to learner-centered, I believe it will increase my students’ learning abilities. In order to ensure that I am preparing my students with skills they need for the 21st century, I must continue to engage in professional development. Adapting my teaching practices and the practices of my students will be difficult if I am not aware of how to effectively do it. Continued professional development will also keep me up-to-date with the newest developments in 21st century pedagogy.
My first goal in transforming my classroom is developing an intranet for the students to use. Unfortunately, the students are currently not allowed to use the internet which limits our use of 21st century tools. Therefore, I might have to compile data that reinforces the argument that technology is important in the classroom for my administrators to understand. Presenting an action research plan that outlines the benefits of technology in the classroom might also jumpstart a school-wide effort to re-design our overall approach of educating students who are incarcerated. I would also need to create lessons that model this approach so that the administrators can witness the effects of having this technology in the classroom.
My second goal is to continue evolving with the changes of the time. As of now, I will remain focused on my graduate studies and take full advantage of the resources each of my classes provides me with. However, I know that my learning will not end at the completion of this program. Recently, I signed up for a six week refresher course in basic computer applications such as Microsoft office and Internet capabilities and etiquette. It is beginning of my Principal’s plan to revamp our program to model a 21st century school. My colleagues and I have recently pitched the idea of purchasing a Mac laptop cart and Ipods for two of our classrooms and updating the two computer labs that are currently inoperable. With a lot of research and the help of this course, we designed a plan that stressed the importance of this technology in the classroom. The plan also states that we would undergo many hours of professional development that would prepare ourselves for the needs of 21st century learners. I am confident that the proactive attitude of my department will lead us to success. I became an educator knowing that I will be a life-long learner; an idea that excites me. I believe that this is one goal that I will never have trouble achieving.
Wednesday, January 28, 2009
Extra! Extra! Read All About It...
It is important for educators to teach their students the skills they will need for the 21st century workplace. The Partnership for 21st Century Skills is an organization that, "brings together the business community, education leaders, and policymakers to define a powerful vision for 21st century education to ensure every child's success as citizens and workers in the 21st century." I believe that the Partnership for 21st Century Skills is an organization that could help transform education to best fit the needs of our students.
While I was browsing the site, I came across the Skills Map for Social Studies. I am a social studies teacher and I am always looking for innovative ways to teach my students. The Skills Map for Social Studies is definitely a resource that I will refer to when developing lessons. According to the site, "The maps will enable educators, administrators and policymakers to gain concrete examples of how 21st Century Skills can be integrated into core subjects." I like this because it shows teachers how they could teach these skills while still focusing on content.
Unfortunately, I was surprised to see that there are only 10 States that are working towards strengthening students' knowledge of 21st century skills. If it is so essential for students to learn these skills, than why aren't there more states participating with this collaboration? Isn't our Federal Government concerned about our position within the global community? If so, than how come they have not mandated states to take an active approach towards implementing these skills into state-wide curriculum's?
I recommend visiting the site...I am curious to know what you think!
http://www.21stcenturyskills.org/route21/index.php?option=com_content&view=article&id=48&Itemid=44
While I was browsing the site, I came across the Skills Map for Social Studies. I am a social studies teacher and I am always looking for innovative ways to teach my students. The Skills Map for Social Studies is definitely a resource that I will refer to when developing lessons. According to the site, "The maps will enable educators, administrators and policymakers to gain concrete examples of how 21st Century Skills can be integrated into core subjects." I like this because it shows teachers how they could teach these skills while still focusing on content.
Unfortunately, I was surprised to see that there are only 10 States that are working towards strengthening students' knowledge of 21st century skills. If it is so essential for students to learn these skills, than why aren't there more states participating with this collaboration? Isn't our Federal Government concerned about our position within the global community? If so, than how come they have not mandated states to take an active approach towards implementing these skills into state-wide curriculum's?
I recommend visiting the site...I am curious to know what you think!
References
http://www.21stcenturyskills.org/route21/index.php?option=com_content&view=article&id=48&Itemid=44
Wednesday, January 14, 2009
Blogging in Action
If you read my previous post you would know that it is very difficult for me to use my blog to its full potential in my classroom. I teach social studies to males that range in ages from 16-20 in a county jail. So, after thinking long and hard, I was able to come up with two ways to use my blog without breaking the law...
I would use my blog as a way to teach students about blogs and blogging etiquette. Although my students are restricted from directly participating in my blog, they still should be aware of what a blog is and what it is used for. My blog could be used as an example of what a blog looks like and how it works. I could even design a blog from scratch so that they have an idea of how easy it is to develop and become a part of the blogging community. Unfortunately, this would not be a hands on experience for the students, however it would at least be an introduction to the technology. It would also give students the opportunity to analyze the impact blogging could have on both society and education.
I am in the process of developing an in-house literary magazine at my school that features pieces of writing and artwork submitted by the students. I think it would be great idea to create a place within my blog that would feature some of this work. It would be an online version of the magazine. The literary magazine is only expected to circulate on a quarterly basis. The blog would enable students to submit their work on a monthly or even weekly basis. The students could even tell their friends and family (outside of the facility of course) to visit the site to see what they have been doing in school.
I am not done exploring the ways in which I can use this blog within my classroom, but I think I have come up with a decent start. I am excited to see this launch and I hope you all come back and visit!!!
I would use my blog as a way to teach students about blogs and blogging etiquette. Although my students are restricted from directly participating in my blog, they still should be aware of what a blog is and what it is used for. My blog could be used as an example of what a blog looks like and how it works. I could even design a blog from scratch so that they have an idea of how easy it is to develop and become a part of the blogging community. Unfortunately, this would not be a hands on experience for the students, however it would at least be an introduction to the technology. It would also give students the opportunity to analyze the impact blogging could have on both society and education.
I am in the process of developing an in-house literary magazine at my school that features pieces of writing and artwork submitted by the students. I think it would be great idea to create a place within my blog that would feature some of this work. It would be an online version of the magazine. The literary magazine is only expected to circulate on a quarterly basis. The blog would enable students to submit their work on a monthly or even weekly basis. The students could even tell their friends and family (outside of the facility of course) to visit the site to see what they have been doing in school.
I am not done exploring the ways in which I can use this blog within my classroom, but I think I have come up with a decent start. I am excited to see this launch and I hope you all come back and visit!!!
Sunday, January 11, 2009
Technology Behind Bars?
How do you effectively use technology in the classroom without access to the Internet? This is the question I ask myself everyday. Teaching in a jail has many positive attributes; security, small class size, guaranteed attendance and the freedom to design my own curriculum. However, it does come with many obstacles. There is a very high rate of turnover amongst students and many enter performing below grade average. Many of these students are not academically inclined and require a unique approach towards their education. It is important to also realize that students who are incarcerated, besides struggling to follow society's codes, had difficulty excelling in a traditional classroom setting. For many of the students, education is not their first priority, but the use of technology is appealing to them. In the jail, the students have access to some technology, however, they are extremely limited as to what they can do with it. For security purposes just the inmate population is restricted from using the Internet. Each of our classrooms contains a Smart Board which enables me to project the Internet for the whole class to see, but still leaves out the possibility of the students participating in individual activities such as online research, web quests, pod casting, etc. Until I find a way to overcome this obstacle my goal is to continue to educate my students through the use of technology while maintaining a secure learning environment.
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