As yet another class comes to a close, and I’m one semester away from finally completing the Integrating Technology into the Classroom Master’s degree program, it’s time to reflect upon the experiences of this class. The class, Integrating Technology Across the Content Areas, delved deeper into this degree program’s focus and enabled me to consider practical technology applications to my daily instruction.
These past few weeks, I have concentrated on two goals for improving my technology integration competence and strategies. Each of these goals were part of a GAME plan, wherein after I set my goals, I considered the actions I would need to take in order to successfully meet these goals. Throughout the next several weeks, I monitored my progress, taking into consideration the fact that the goals would not be able to be completed since I am not currently in school due to summer break. The GAME plan kept my actions focused and with constant monitoring for what more can be done on a week to week basis. The final piece of the GAME plan is the evaluation, and while I cannot evaluate the completion of my goals yet, I can reflect upon the actions taken to this point and how they will impact not only the steps I take later, but my immediate instructional practices as well.
My first goal focused on my desire to engage in professional growth and leadership. By joining the school and district technology committees, my voice in the development of technology integration techniques will be more prominent than years prior where I stood back and waited for technology to come to me. Along the way I learned many of my school’s apprehensions about certain learning resources and have begun, with classmate help, to form an argument that might persuade the district to reconsider its stance with certain tools. To truly persuade, however, I will have to show how these tools would benefit the students, meaning that my current instructional practices may have to involve examples where certain resources would improve student retention of skills. This will be an ongoing process throughout the school year, and will probably hit many obstacles that I will have to decide if they are worth working around. I need to keep in mind that change doesn’t come quickly and without a sometimes significant degree of resistance.
My second goal focused on designing and developing digital-age learning experiences and assessments for my students. I decided to center my attention on developing my application of the Promethean Board into my daily instructional practices. Throughout this GAME plan process, I took time to learn many more strategies, resources, and functions available to use with the board, and as a result, my teaching methods will be immediately impacted. I know there is much more I can learn in using the Promethean Board but will have to wait until the school year starts to receive one-on-one training and assistance from someone who knows more than I do. This class, both in text resources and classmate input, has given me many resources to use with the Promethean Board, especially opportunities for students to use the board for a variety of learning experiences. Again the GAME plan kept my actions focused and continued to raise questions about what more can be done until the school year begins. This GAME plan will continue to guide me toward an understanding of more resources and applications of the Promethean Board, thus enabling me to design and develop the learning experiences my students would benefit from most.
The practical application of the GAME plan to my instructional practices was most evident with the unit plan we developed. It has stretched my means of technology use from a local level to a global level, showing many communication and collaboration tools that I can use with already conceived units. Unfortunately, I know this format will not be accepted by my district for lesson plans, but students will be able to use this from quarter to quarter, or really whenever the mood strikes us that goal setting and organized follow-through should take place. I look forward to seeing the benefits of this acronym-based process with my students this coming school year, since students in elementary school seem to more pleasantly retain and apply processes that involve acronyms, such as Please Excuse My Dear Aunt Sally. In any case, the goals I have set and the actions I have taken and will continue to take will be monitored until I feel my GAME plan has been successfully completed, at which time new GAME plans will allow me for more professional and personal growth in my career.
Monday, August 16, 2010
Tuesday, August 10, 2010
NETS-S, NETS-T, and Using the GAME plan process wtih students
In this digital age, student proficiency in the NETS-S indicators is vital to keep up with the demands of modern society. They also have a proven effect on student retention of learned concepts. In order to prepare our students to meet these standards of expectation, teachers are given the NETS-T. The two are so closely related that if a teacher strives to find success in each of the five strands of NETS-T, the student benefits with exposure and experience to technology resources across the curriculum.
For example, students are meant to gain proficiency in using technology communication tools to collaborate and interact with peers and professionals using a variety of media formats. The first three indicators of the NETS-T encourage the teacher to create experiences for students to meet this goal. The first NETS-T indicator – Facilitate and Inspire Student Learning and Creativity – promotes learning experiences that explore real world issues and authentic problem solving through reflection and collaboration. The third indicator – Model Digital Age Work and Learning – promotes fluency in collaboration and communication as well.
As another example of this close relationship, the third nets-s indicator requires a student to develop proficiency when using technology productivity tools. This is to be done to enhance learning, increase productivity, and promote creativity. While the first NETS-T indicator obviously ties to this, it can also be met by designing and developing digital age learning experiences and assessments for student experience, the second NETS-T indicator.
I have only one thought of caution as they relate to these student and teacher NETS. Based on research I did for another class, student achievement on the state standardized tests is sometimes impacted negatively in technology-saturated classrooms. A teacher hates thinking about these tests and wants to consider what’s better for the student in the long run; however, this information cannot be dismissed because these tests impact the school’s functional competencies. With that said, I believe students can retain more of the information from class using technology, but this method of teaching must be supplemented or coupled with traditional paper-and-pencil instruction to accommodate how the tests are actually taken.
As for the GAME plan specifically, it is perfect for students to develop proficiency in the technology standards and really in all parts of their education. It all starts with goals. Students need a purpose for learning so setting goals should always be part of the learning process. But it’s not enough to just set goals. A student must sit and plan the actions that will be necessary to reach success and achievement of the goals. For growth and development of skills throughout the entire process, students need to be taught how to monitor their progress and make necessary adjustments to their action plan. Finally, once a goal is seen as completed, it is important for students to evaluate their participation in the process and decide what the next steps should be toward possibly a new goal. The GAME plan is already something most teachers do naturally; however, I find students find more success with tasks associated with acronyms. I feel like this GAME plan can be used at the start of units of study or the beginning of each quarter to provide the student with direction. So this method of student engagement promotes self-direction, academic growth, and personal responsibility. Each of these components also allow for students to interact with technology with more creativity and curiosity as they learn content standards across the curriculum.
For example, students are meant to gain proficiency in using technology communication tools to collaborate and interact with peers and professionals using a variety of media formats. The first three indicators of the NETS-T encourage the teacher to create experiences for students to meet this goal. The first NETS-T indicator – Facilitate and Inspire Student Learning and Creativity – promotes learning experiences that explore real world issues and authentic problem solving through reflection and collaboration. The third indicator – Model Digital Age Work and Learning – promotes fluency in collaboration and communication as well.
As another example of this close relationship, the third nets-s indicator requires a student to develop proficiency when using technology productivity tools. This is to be done to enhance learning, increase productivity, and promote creativity. While the first NETS-T indicator obviously ties to this, it can also be met by designing and developing digital age learning experiences and assessments for student experience, the second NETS-T indicator.
I have only one thought of caution as they relate to these student and teacher NETS. Based on research I did for another class, student achievement on the state standardized tests is sometimes impacted negatively in technology-saturated classrooms. A teacher hates thinking about these tests and wants to consider what’s better for the student in the long run; however, this information cannot be dismissed because these tests impact the school’s functional competencies. With that said, I believe students can retain more of the information from class using technology, but this method of teaching must be supplemented or coupled with traditional paper-and-pencil instruction to accommodate how the tests are actually taken.
As for the GAME plan specifically, it is perfect for students to develop proficiency in the technology standards and really in all parts of their education. It all starts with goals. Students need a purpose for learning so setting goals should always be part of the learning process. But it’s not enough to just set goals. A student must sit and plan the actions that will be necessary to reach success and achievement of the goals. For growth and development of skills throughout the entire process, students need to be taught how to monitor their progress and make necessary adjustments to their action plan. Finally, once a goal is seen as completed, it is important for students to evaluate their participation in the process and decide what the next steps should be toward possibly a new goal. The GAME plan is already something most teachers do naturally; however, I find students find more success with tasks associated with acronyms. I feel like this GAME plan can be used at the start of units of study or the beginning of each quarter to provide the student with direction. So this method of student engagement promotes self-direction, academic growth, and personal responsibility. Each of these components also allow for students to interact with technology with more creativity and curiosity as they learn content standards across the curriculum.
Monday, August 2, 2010
Revising My GAME Plan - Week 6
As the class is coming to a close in a few weeks, I recognize there is still much more to evaluate and accomplish before my goals have been successfully met. Here are a few more questions:
**What have I learned so far that I can apply in my instructional practice? What goals am I still working toward?
I have not done anything in the past week in terms of Promethean Board training and technology committee participation, but this week’s resources basically fit perfectly with my goal of convincing the school district to allow social networking and online collaboration tools in the elementary classroom. With all the ideas and evidence afforded this week, I feel like I can begin to formalize an argument in favor of these resources.
**Based on the NETS-T, what new learning goals have I set for myself or how will I extend what I have learned so far?
I have no new learning goals because I do not feel confident that I have come close to completing my original goals due to summer vacation. However, as I said before, this week’s resources have substantially developed my argument as to the benefits of social networking and online collaboration resources in the classroom. In using these tools, students experience greater diversity than most communities currently present. My community is made up primarily of low-income, Christian white families. Many of the children who come from these families are exposed to racial and religious biases that could be overcome by these tools. From personal experience, my students held many beliefs about Jewish people until they met me and discovered that I was nothing like their parents had said. The video discussed a similar situation about Muslim individuals. This experience exposes them to different cultures and languages in a virtual world where the student is the both the teacher and student. Since time differences are generally an issue if the classroom is hoping for direct interaction, these tools allow for asynchronous teamwork, where students can leave thoughts or work for others who may view it at a different time. I am already looking forward to collaborating with an ex-colleague of mine that moved to Beijing, China. The collaboration is still able to exist even if the parties involved are unable to speak directly to each other. I love how these resources give the opportunity to practice writing skills and higher order thinking skills, sometimes due to the need to perform at a higher level. The smartest of the smart in my school may still not be as gifted as some other students who they would “meet” in a virtual classroom environment. I also appreciate that these tools allow those shy students who do not like to talk to others in class to think about what they want to “say” and share it in audio or text form on the computer. The computer is a motivational tool for students of every age because they are able to associate it with their daily personal lives. It isn’t always seen as school work. A good argument I heard in the videos this week cut right to the core of the district’s worry about student misuse of these tools. It is definitely worth noting that any technology can be used for good or for bad, so it is in the child’s best interest to be taught the correct etiquette before they make up their own rules.
**What learning approaches will I try next time to improve my learning?
Next time, I would seek out more direct help from colleagues. Due to summer vacation, much of what I’ve been doing to meet my goals has been independent. Some of the professionals that could really assist me in what I’m trying to accomplish do not have email, do not check school email, or don’t think about school matters during the summer months.
**What have I learned so far that I can apply in my instructional practice? What goals am I still working toward?
I have not done anything in the past week in terms of Promethean Board training and technology committee participation, but this week’s resources basically fit perfectly with my goal of convincing the school district to allow social networking and online collaboration tools in the elementary classroom. With all the ideas and evidence afforded this week, I feel like I can begin to formalize an argument in favor of these resources.
**Based on the NETS-T, what new learning goals have I set for myself or how will I extend what I have learned so far?
I have no new learning goals because I do not feel confident that I have come close to completing my original goals due to summer vacation. However, as I said before, this week’s resources have substantially developed my argument as to the benefits of social networking and online collaboration resources in the classroom. In using these tools, students experience greater diversity than most communities currently present. My community is made up primarily of low-income, Christian white families. Many of the children who come from these families are exposed to racial and religious biases that could be overcome by these tools. From personal experience, my students held many beliefs about Jewish people until they met me and discovered that I was nothing like their parents had said. The video discussed a similar situation about Muslim individuals. This experience exposes them to different cultures and languages in a virtual world where the student is the both the teacher and student. Since time differences are generally an issue if the classroom is hoping for direct interaction, these tools allow for asynchronous teamwork, where students can leave thoughts or work for others who may view it at a different time. I am already looking forward to collaborating with an ex-colleague of mine that moved to Beijing, China. The collaboration is still able to exist even if the parties involved are unable to speak directly to each other. I love how these resources give the opportunity to practice writing skills and higher order thinking skills, sometimes due to the need to perform at a higher level. The smartest of the smart in my school may still not be as gifted as some other students who they would “meet” in a virtual classroom environment. I also appreciate that these tools allow those shy students who do not like to talk to others in class to think about what they want to “say” and share it in audio or text form on the computer. The computer is a motivational tool for students of every age because they are able to associate it with their daily personal lives. It isn’t always seen as school work. A good argument I heard in the videos this week cut right to the core of the district’s worry about student misuse of these tools. It is definitely worth noting that any technology can be used for good or for bad, so it is in the child’s best interest to be taught the correct etiquette before they make up their own rules.
**What learning approaches will I try next time to improve my learning?
Next time, I would seek out more direct help from colleagues. Due to summer vacation, much of what I’ve been doing to meet my goals has been independent. Some of the professionals that could really assist me in what I’m trying to accomplish do not have email, do not check school email, or don’t think about school matters during the summer months.
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