Reflection

          The GAME plan process of setting goals, taking action, monitoring learning, and evaluating and extending learning it is apparent that these strategies focus on providing learning opportunities that are meaningful and life long.  An educator’s job is not just to teach specific skills, but to teach students how to learn skills that allow them to take charge of their own learning (Cennamo, Ross, & Ertmer, 2009a).  By incorporating these ideas with the use of technology, problem based learning projects, and cross content structures students can be engaged, motivated, and successful.

            In my personal GAME plan I learned how beneficial it was to incorporate technology tools such as web quests and concept mapping, along with collaborative tools like Google Docs and Epals, all while applying digital storytelling to serve as an instructive, evaluative, or sharing of works cumulative learning experience.  These new methods I feel will influence my instructional practice by adding more creative, authentic, and collaborative activities and lessons that will reach more of my students, and the ways in which they prefer to learn.  Collaborative work has show tremendous academic and social gains, helping students see multiple perspectives, and differing ways to solve a problem, or approach a task (Cennamo, Ross, & Ertmer, 2009b).  Due to the progress of my plan I intend to add more problem based learning activities to my curriculum.  I see myself modifying the GAME plan so that I am not the only one using it to plan instruction, but so that my students can use it to guide their own learning, and make academic choices.  Teachers are not just the providers of information, but the facilitators, monitors, and meaning makers (Prensky, 2008).

            Immediate adjustments I plan to make to my instructional practice regarding technology integration in the content areas are to start implementing some of the tools I have learned from this course.  I would like to use problem based learning to guide the use of web quests to provide a deeper understanding of the standards and skills that are essential.  Through the use of online collaboration I would like to have my students learn form other students, teach other students, learn about different cultures, share their ideas, build projects together, and reflect with their peers.  With the use of digital storytelling I plan to have students use the different genres of writing that we are using to practice writing, speaking, and listening skills.  I would also like to incorporate lessons in social studies where students become documentary historians, in science where they become scientists that explain phenomenon, and in art where students create art galleries that help other students as well as themselves obtain a deeper understanding of the pieces and time periods we are studying. 

            Technology can be used throughout subjects and content to find problems, resources, as management or organizational tools, to create student engagement, and provide authentic learning experiences (Laureate Education, Inc., 2009).  These tools and strategies allow for more open-ended activities and learning.  Providing GAME plans, problem based learning, additive technology tools, online collaboration, and digital storytelling enhances both the academic and social experiences for students.          

References

Cennamo, K., Ross, J., & Ertmer, P. (2009a). Technology for meaningful classroom use:

            A standards-based approach. (Laureate Education, Inc., Custom ed). Belmont,

            CA: Wadsworth, Cengage Learning.

Cennamo, K., Ross, J., & Ertmer, P. (2009b). Technology 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, MD: Author.

Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40-45.

            Retrieved from the Academic Search Complete database.

Monitoring My GAME Plan Through Assessment- Week 4

In effort to monitor my own teaching for my GAME plan I decided to use this week’s resources as guide to create assessment strategies for formative and summative purposes.  With these ideas in mind I hope to use these technological assessments to direct my planning, activity choices, revision, and reflection.  Cennamo, Ross, and Ertmer (2009a) explain the importance of cognitive feedback that offers explanation along with a better understanding of the expected skill level of students as well as techniques on how to improve.  Through the use of forced option, open ended, performance based, and project based formats I hope to guide objectives, planning, and student success.

            In my first goal, teaching digital etiquette, I have already met with a small group in which we participated in a discussion of what social etiquette is, created a “rules of the road” list of what is expected for proper digital etiquette, created a student compact, and watched a video explaining the importance of digital etiquette.  After reflection I realized that after these activities would have been a perfect opportunity to have students do a quick forced option assessment in which I could determine up to this point what my students had taken from the activities and see where I may need to review.  Looking ahead to our next activity where students will be given social etiquette scenarios in a group and practice role playing on how they would respond in differing situations I plan to use a performance based approach for assessment to see if they are applying the new information to a real life situation.  Cennamo, Ross, and Ertmer (2009b) emphasize the importance of authentic assessments being realistic, that they should be applied to the real world for better student understanding.  Through an open ended assessment I plan to have students participate in a blog where they are given digital etiquette scenarios and they are required to provide a short response on how they would handle the situation, along with building on the ideas of their group members.

            My second goal, incorporating learning into real world problems, in which my group of students have chosen to focus on the environment and recycling leaves room for formative assessment use as well.  At this point my students are ready to start their research process on recycling, and create concept maps to organize their ideas for their final project.  Initially I had intended for the concept maps to be a tool for students to create their final project, but after some thought I realized the maps themselves can give me a wealth of information on how my students are processing and organizing their research as well as understanding the new information.  Since my students have been given the option of creating a short movie, a power point, or a voice thread to demonstrate their learning, I see that this falls into the category of project based assessment that will allow students to help solve unstructured problems, make personal judgments, and apply knowledge through action, all of which Cennamo, Ross, and Ertmer (2009c) suggest is crucial to project based authentic assessments.

            Assessments for my two goals meet the needs of my students on a formative and summative level.  Providing formative assessments not only allows me to plan instruction and revise it, but for my students to have feedback on where they are in their learning process and where to go from there.  Using these types of strategies provides a re-teaching and learning reflection opportunity.  Through the use of summative assessments I am able to better understand student learning, and students are able to receive meaningful feedback and suggestions to move them onto the next level of proficiency.

References

Cennamo, K., Ross, J., & Ermer, P. (2009a). Technology integration of meaningful classroom

use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA:

Wadsworth, Cengage Learning.

Cennamo, K., Ross, J., & Ermer, P. (2009b). Technology integration of meaningful classroom

use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA:

Wadsworth, Cengage Learning.

Cennamo, K., Ross, J., & Ermer, P. (2009c). Technology integration of meaningful classroom

use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA:

Wadsworth, Cengage Learning.

Monitoring My GAME Plan Progress - Week 3

I began the process of carrying out my game plan for teaching students digital social etiquette and applying learning to real world problems by developing a plan incorporating technology and beginning the implementation process. My first developmental goal of teaching a small group of students digital social etiquette began by planning some activities that would give them information about this subject, discussing some student and teacher created etiquette ideas, using media to reinforce the learning, and creating practice scenarios on how students should behave online.  Through the Netiquette Guidelines website  I was able to come up with some ideas on topics that should be included in our group discussion for what netiquette is and what it entails such as; using computer courtesy, being sensitive and constructive with wording and key functions, language use, thinking before posting, keeping personal information private, respecting copyright laws, and the issue of cyber bullying. Through discussion and examples of these items my small group and I created a “Rules of the Road” list on what we deemed important for digital social etiquette and turned it into a contract for all of us to sign.  We then watched a YouTube video on social netiquette and safety at YouTube Netiquette.  The next time we meet we will work on online use scenarios to see how well the students are applying the new knowledge and skills.  Cennamo, Ross, and Ertmer (2009a) explain that when students set their own goals, manage their learning, and assess progress it leads to engaging, enriching learning experiences.  Through this goal setting I hope to provide my students with ownership of their learning helping it become more meaningful.

The second developmental goal I began to work on for incorporating learning into real world problems started off in the planning, researching, and discussion phase.  With the same small group previously mentioned I decided to have a whole a group discussion of what real world issues were important to them.  Through this discussion we formed focused inquiry questions so that they could do some research on their topics to see if what they were interested in was indeed the topic they would proceed with for this unit.  Provided guidelines and focused questioning helps students independently learn and accomplish tasks (Cennamo, Ross, & Ertmer, 2009b).  Through these strategies I hoped to give my students the tools they needed to move forward.  After the research process we came back together as a group and discussed the topics and information they had found.  Originally I thought this would be a project where students would choose their own topic for their activities and final product, but after much talking they came up with the idea that they would be more effective in their efforts if they worked on a common goal through the same topic.  The students were mostly interested in our environment so they decided to choose something that they could not just do a presentation product on, but actually get out there and physically make a contribution to, through recycling.  I was really excited about this because our school has a limited recycling program and I thought this would be the perfect opportunity to get the school involved, along with meeting 4^th and 5^th grade content standards.  In planning at this stage I decided I would like my students to do more research on the topic and organize their ideas through concept mapping software.  From there the students can share their newly found information to the group so that everyone can use it for their final product, with cited sources of course.  In the final products students will have the choice of creating a short movie, a power point, or a voicethread where they can share the environmental concerns and the importance to recycling.  Some of the extension activities I have planned are; students sharing their presentations to each class at the beginning of the school year to help prompt participation in individual classroom recycling, doing a recycling hands on activity where students make new paper out of old paper, and create a proposal of what the school could potentially use the money received from recycling for.

In both of my developmental goals I have done most of the planning, and have implemented the initial plans.  I hope to use the mentioned activities to guide instruction and check for student understanding and application.  Through the ideas of my students I feel will guide this process and make it more memorable for them.

References

Internet at Suite 101. Top 10 etiquette guidelines. Retrieved from

             http://www.suite101.com/content/netiquette-guidelines-a26615%20on%20July%206, 2011

YouTube. Social Media for kids at Mott Hall Bridges Academy. Retrieved from

            http://www.com/watch?v=z7MX6xIHd8E on July 5, 2001.

Cennamo, K., Ross, J., & Ertmer, P, (2009a). Technology integration for meaningful classroom

            use: A standards-based approach. (Laureate Education, Inc., Custom ed). Belmont, Ca:

            Wadsworth, Cengage Learning.

Cennamo, K., Ross, J., & Ertmer, P, (2009b). Technology integration for meaningful classroom

            use: A standards-based approach. (Laureate Education, Inc., Custom ed). Belmont, Ca:

            Wadsworth, Cengage Learning.

Developing a Personal GAME Plan (6713- Week 2)

There are many areas that I work on being successful in integrating technology into education, however, due to the fact that technology is constantly changing and the work load that being an educator brings sometimes leaves important skills and strategies for development by the way side.  One of the NETS-T (2008) components that I feel I would benefit from is promoting and modeling digital citizenship and responsibility by promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.  Another skill I would like to work on is facilitating and inspiring students learning and creativity by engaging students in exploring real-world issues and solving authentic problems using digital tools and resources.  Developing a GAME plan strategy mirrors Cennamo, Ross, and Ertmer’s (2009) ideas of putting effort into generating ideas and forming courses of action to bring those ideas into fruition.

            The GAME plan I would like to implement for promoting and modeling digital etiquette would begin with setting a goal of finding out through discussion what my students know about digital etiquette so I can build upon that knowledge and create activities that help students better understand the importance of being responsible, social, digital citizens.  Through action I will discuss what social etiquette means based on our discussions, and begin practicing simulations where students are presented with a etiquette problem or scenario and have to share what their actions or reactions would be in that context.  To monitor student progress I will have them take turns in partners posting responses, some designed by me, to challenge their partner’s etiquette skills.  I will at that point be able to read their responses and see if I need to modify the lesson or proceed with the evaluation process.  In evaluation and extension efforts I will individually give students posed problems of etiquette situations to see if they are applying the new skills and evaluate if I need to re-teach using different strategies. 

            Creating goals for engaging students in real world issues and solving authentic problems would begin by presenting students with some of these issues present today and opening discussions of what students think are some important issues to them. Students will then be able to sign of for a group with an issue that is important to them. Cennamo (2009) shares the importance of personalizing student learning through choices, freedom, and creativity so they develop their best work. The action component would include student groups researching using a KWHL chart to get a better understanding of their real world problem. Student groups will then be able to form a plan of how they will present their information, what they will do to better the problem; write letters to those involved, start a donation collection, community service, or engaging in assistance efforts through communications, just to name a few.  Students will be able to choose their groups course of action.  I will monitor student progress by having group interviews to see if they are on track, and suggest ideas, or pose questions to lead them to where they might be most successful.  This is also a good opportunity as a whole class for the groups to share with the class what issue they are working on, where they are in the process, and what their plan of action is.  Through this discussion and sharing students will be able to borrow ideas they find beneficial, ask other groups questions, and provide suggestions.  The evaluation process for this plan will be through the observations of group discussions, interviews, and final products produced.  These artifacts will help to in the evaluation process by helping me reflect on their learning process and make modifications for the next time we deal with real world issues and authentic problems.

References

International Society for Technology in Education, (2008). National education standards

            for teachers. (NETS-T). Retrieved from

            http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx on

            July 1, 2011.

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, MD: Author.

Final Reflection

In my original description of personal learning theory I focused on how the brain works and the influence of multiple intelligences, learning styles, and preferences.  I also discussed the importance of building on a student’s prior knowledge and experiences.  I think that this is a wonderful starting point, but it is what it is, the basic foundation.  Through this course I have learned the importance of placing the emphasis on student centered learning vs. teacher centered by means of project based and problem based learning, putting the learning in students’ hands.  In this way I become the facilitator and the person offering guidance.  I feel I have also deepened my understanding of the importance of cooperative learning and the benefit it brings to students.  Allowing students to have meaningful conversations, contribute to a group assignments, and learn to socially work with others are all skills that will help students succeed in the future.  My use of technology as and instructional and learning tool has also helped me become a better educator.  Having the opportunity to try new programs such as concept mapping, organizers, and voicethreads has definitely opened up my teaching style and approach to how students learn best.   

The immediate adjustment I see myself implementing in my classroom in regards to instructional strategies and technology is incorporating more project based and problem based learning with the use of technological tools.  I would like to also research and use some of the webquests I have been looking into, and maybe adjusting them a bit to meet the needs of my students.  After using voicethreads with my students and seeing how responsive they were to them, I plan on integrating the use of them in more of our lessons as well.  I believe by having the opportunity to try all of these technological tools myself it has created a whole new world of opportunities for learning that I can share with my students.

My first long term goal for implementing new instructional strategies and technology would be to create more project based and problem based learning with the new technology tools I have experienced across the subjects I teach.  I realize that the effective use of this strategy and planning these activities takes time so I think it would be wise to develop three each year so that they are based on quality.  By slowly adding these new projects to my curriculum I can pick and choose what works best for my students.  The second long term goal I would like to work on is having students create “how to” videos for mathematics.  Students are at so many different levels in math that having this library of how to videos with examples by students could really help others that are having trouble with a specific concept.  This also allows the students creating the videos to develop a better understanding through reciprocal teaching.  This idea would also take some time because I would have to do it as my students have mastered a skill set and are ready to teach it to others.

      

Connectivism and Social Leaning in Practice

The instructional strategy cooperative learning relates to social learning by creating an environment where students are working collectively on an assignment or project that requires teamwork, discussion, and reflection of the new information or skills.  With this strategy students are accountable for their share of the work creating a sense of responsibility, and evolving their thinking process with partner or group members leading to a more trusting relationship, along with sharpened critical thinking skills.  In these situations students can also learn about one another’s interests, thoughts, ideas, families, and cultures which can create an even tighter bond.   Through these methods students also have the opportunity to reinforce their learning by reciprocal teaching and have a better understanding of knowledge by seeing information through someone else’s perspective.

Technology lends itself to social learning through collaboration tools and networking.  Students today are able to work together on a wiki, Power Point project, discussion board, webquest, online gamming; you name it the list goes on and on.  These tools allow students to work together, share their ideas, and reflect on their ideas and others’ thoughts.  They also make it possible for students to create or do sections of a task or project individually, or as a team.  The use of networking through social sites such as My Space and Facebook to name a few, permit students to collaborate, share ideas, resources,  and new information.   

Voice Thread Week 5

http://voicethread.com/share/1694716/

Constructionism in Practice

The most influential way that this week’s instructional strategies correlate with the constructionist learning theories is by creating an educational environment that is student centered.  By taking an approach in education that allows students to construct their own meanings out of new information, or generate a creation through an artifact that applies new learning as described in Constructionist and Constructivists Learning Theories, opens up a higher level of understanding and thinking that resonates with the learner (Laureate Education Inc., 2010).  By developing project-based or problem-based projects students can successfully use the mechanisms for learning by reaching their individual levels of assimilation, accommodation, and equilibration.  Changing the teacher role from information giver to inquiry assistant and the student role from information receiver to information locator creates ownership for the learner and a sense of accomplishment. 

There were many resources presented this week that contributed to constructionist learning theories.  Emerging Perspectives on Learning, Teaching, and Technology states that for project- based and problem- based activities to be effective they need to have clearly stated objectives, assignment dialog, exploration of multiple strategies, inquiry discussions, revisions, learner collaboration, reflection, and genuine engagement (Han & Bhattacharya, 2001).  Internet and software programs such as Power Point, Excel, web quests, and inquiry tutorials lend to students the ability to create artifacts and use tools to assist in problem solving.  These items allow students to find information and create artifacts that would not regularly be possible.  They also assist students in focusing on information analysis and understanding by not being bogged down by traditional research collection methods.

Generating and testing hypotheses as described in Using Technology with Classroom Instruction that Works, is a process that can be used across the curriculum (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  This strategy makes constructionist approaches beneficial because it lets students create the inquiry, the knowledge they want to learn and apply.  It also sets the foundation for questioning information, interpreting that information, and coming up with a knowledge base for decision making or questioning information and concepts again.  If planned in just the right way by the instructor, the generating and testing of hypotheses can lead to more questions and more knowledge.

Reference

 Laureate, Education, Inc. (Producer). (2010). Constructionist & Contructivist Learning
Theory [DVD]. Baltimore, MD: Orey, M.

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching and technology. Retrieved January 23, 2011, from http://projects.coe.uga.edu/epltt/.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandra, Virgina: Association for Supervision and Curriculum Development.

Cognitive Learning Theories and Technology

Embedding technology through cues, questions, and advanced organizers as referred to in Using Technology with Classroom Instruction that Works, reinforces the theories of cognitive learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Cues and questions help students recall prior information and experiences so that new information can be formed in their network of thinking.  Using these tools also helps students stay focused on the most important content that they are learning.  The use of advanced organizers not only allows students to see the big picture of what they are learning about, and the correlation between concepts; they also permit students to focus on the most important information and skills instead of being bogged down by the tedious work process.

 In Cognitive Learning Theories, Michael Orey describes learning that starts in the short term memory moves to long term memory when it is elaborated upon in different modalities (Laureate Education Inc., 2010).  Students using different technological programs, Power Point for example, helps students tie in text, graphics, pictures, and video to enhance their learning style.  Virtual field trips are another way to assist students in learning their content in an array of forms helping the meaning become permanent and connecting it into their schema.  

Teaching students summarizing and note taking through technology has completely changed the possibilities for success.  Using tools such as tracking changes when creating summaries allows students to see the process and do it themselves efficiently.  Taking notes through teacher created outlines helps students see what the most important content is.

The use of cues, questions, advanced organizers, and techniques for summaries and note taking with the use of technology makes learning for students more manageable, more meaningful, and more likely to become long lasting knowledge.   

Reference

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

Laureate Education, Inc. (Executive Producer). (2010). Cognitive learning theories. Baltimore: Author. Michael Orey

Behaviorism in Practice

Reinforcing effort relates to the behaviorist theory by using conditioning to show a correlation between an action and a result.  Educators that use words and actions to show the importance of effort, and how it directly relates to student achievement are giving their students the blueprints for success.  In Using Technology with Classroom Instruction that Works, the authors offer a variety of examples of how integrating a system of setting goals and tracking success though an array of technology programs can help students see the relationship between effort and achievement (H. Pitler, E. Hubbell, M. Kuhn, & K. Malenoski, 2007). 

The behaviorist theory is also ever present in the use of homework and practice if used in an efficient way.  Assigning homework that has clearly stated objectives, addresses the skills students are learning in class, and is commented upon quickly reinforces what students are learning, and gives them a chance to show what they know and be successful in the process.  Practice exercises that sharpen new skills, motivate learners, and have room for growth, presented in different modalities drive home and help students retain what they are learning.  Technology can be a wonderful way to help with practicing skills whether it is by using a tutorial program that guides students through information and tasks with immediate feedback, or by allowing students to find the information they need to help deepen the meaning of their learning.  

Reference

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