Throughout this course I developed and followed a GAME plan. GAME plans are a way to develop self-directed learning through the process of setting Goals, taking Action to meet those goals, Monitoring progress towards the goals, and Evaluating if the goals were achieved and Extending the learning to new situations. As a result of my work with this process, I have learned several new things. The first thing is the process itself. GAME plans are a process for meeting goals in a systematic way. This will create an impact in my instructional practice since I am now able to work more closely with my students in creating and reaching their goals. The process is one I am able to work through with my students both as a classroom and as individuals. Another thing that I have learned is how to be persistent in reaching my goals. It is important to constantly monitor my progress or risk losing focus on accomplishing my goals. Being persistent also means working hard to convince those who make the decisions that the technology is truly a benefit for our students, and not just another wasted expense. When the initial response is no, I should be able to present evidence that shows what the integration of technology can accomplish. With time, I can make a difference in this area. This will impact my instructional practice in that I need to be willing to look at new ideas myself and see if they can benefit my students and improve their learning.
One of the biggest immediate adjustments I will be making to my instructional practice regarding technology integration into my content areas came as a result of the unit plan I created for this class. One of the assignments was for me to create a three lesson unit that dealt with my students using technology to solve a real world problem. As part of the unit, my students also needed to use technology to collaborate online and create a digital story. I used the problem of creating a playground that is accessible to students with physical disabilities. This is something that my students face in their lives every day, as most of them are in wheelchairs. We will begin this unit in January and their solutions to the problem will be used in building the new playground this spring. This will show my students that they can make a difference, and will have me alter my direct teaching into more of a learner-based system where I play the role of a guide in their journey. This has also helped me change the way that I create my units, by integrating technology as it fits into the content areas, instead of trying to alter the content areas to fit the technology I want to use. Overall, I am excited to begin work with this unit, as I know my students will be motivated and engaged in the activities.
Shannon Eno
Saturday, December 26, 2009
Wednesday, December 16, 2009
Using the GAME Plan Process with my Students
Over the last five weeks, I have developed and followed through the GAME plan process. Having been through the process (a process that I will continue to work through), I now look at how I can use this process with my own students. Just as I developed goals from the National Education Standards for Teachers (NETS-T), my students should be seeking to accomplish goals set forth in the National Education Standards for Students (NETS-S). Among other things, students need to be able to use technology to be creative and innovative, collaborate, problem solve, research, and make decisions.
For my special education students, I would not have them go through the GAME plan in the same way that I did. Instead, I would go through the process as a class first. We would choose a classroom goal from a list of I develop. We would then brainstorm what we need to do to accomplish our goal and take action. Once every day or so we would monitor where we were and what changes (if any) we would need to make to our GAME plan. In the end, we would evaluate what we accomplished. Only after this process would I begin to have the students look over some of the areas of the NETS-S to choose what they would want to work on individually. It would need to be a longer process but I believe it would be an important one. Does anyone else have experience going through a process similar to this one with students who have cognitive and physical impairments? I would also appreciate suggestions on how to make the process as simple as possible, but still allow my students to feel it is an individualized process. Any thoughts?
Shannon Eno
For my special education students, I would not have them go through the GAME plan in the same way that I did. Instead, I would go through the process as a class first. We would choose a classroom goal from a list of I develop. We would then brainstorm what we need to do to accomplish our goal and take action. Once every day or so we would monitor where we were and what changes (if any) we would need to make to our GAME plan. In the end, we would evaluate what we accomplished. Only after this process would I begin to have the students look over some of the areas of the NETS-S to choose what they would want to work on individually. It would need to be a longer process but I believe it would be an important one. Does anyone else have experience going through a process similar to this one with students who have cognitive and physical impairments? I would also appreciate suggestions on how to make the process as simple as possible, but still allow my students to feel it is an individualized process. Any thoughts?
Shannon Eno
Wednesday, December 9, 2009
Revising my GAME Plan
Having gone through the GAME process, it is now time for me to review and revise my goals. As of today, I have successfully completed my goal of getting some of my colleagues to see the benefit of technology. Two of them have put in a request for new technology (projectors, video cameras, updated student computers, etc.). We plan on meeting once a month to share ideas and talk about other ways we can support each other. My other goal of creating a classroom website has been put on the back burner while I wait for the district to sort out a plan for classroom websites. In the meantime, I have been playing around with Weebly for Education. I am also compiling an assortment of links, including links to resources I have gained through my collaboration with peers at Walden University.
One of the things I have learned from this process that I can apply to my instructional practice is how to better work with my students in helping them set and work towards goals. Having gone through the GAME process, I can begin to create a classroom where my students are able to work towards becoming more proficient in meeting the National Education Technology Standards for Students (NETS-S). I have also learned to be persistent when working towards a goal. Often times, others may not understand why you might need a certain type of technology in your classroom. Once they see how it can benefit the students, they are less likely to fight the request.
As mentioned above I am still working towards the goal of creating a formal classroom website. I have everything mapped out, but will continue to seek out additional resources. Since I feel that I have accomplished my other goal, I will set a new learning goal using the NETS-T. At this time, I would like to set a goal based on standard 5c which reads, “evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning” (ISTE, 2008). It may sound like a cliché, technology is constantly changing, and new technologies with new implications for our classrooms will become available. I need to stay on top of the research as well as the technologies and the support they may provide student learning. I plan to take a hands-on learning approach with this. I am finding that the more I use the technologies involved the more I feel comfortable in integrating them into the classroom. Who does not enjoy playing with the newest gadgets and programs?
Shannon Eno
Reference:
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
One of the things I have learned from this process that I can apply to my instructional practice is how to better work with my students in helping them set and work towards goals. Having gone through the GAME process, I can begin to create a classroom where my students are able to work towards becoming more proficient in meeting the National Education Technology Standards for Students (NETS-S). I have also learned to be persistent when working towards a goal. Often times, others may not understand why you might need a certain type of technology in your classroom. Once they see how it can benefit the students, they are less likely to fight the request.
As mentioned above I am still working towards the goal of creating a formal classroom website. I have everything mapped out, but will continue to seek out additional resources. Since I feel that I have accomplished my other goal, I will set a new learning goal using the NETS-T. At this time, I would like to set a goal based on standard 5c which reads, “evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning” (ISTE, 2008). It may sound like a cliché, technology is constantly changing, and new technologies with new implications for our classrooms will become available. I need to stay on top of the research as well as the technologies and the support they may provide student learning. I plan to take a hands-on learning approach with this. I am finding that the more I use the technologies involved the more I feel comfortable in integrating them into the classroom. Who does not enjoy playing with the newest gadgets and programs?
Shannon Eno
Reference:
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Wednesday, December 2, 2009
Evaluating My GAME Plan Progress
It has been three weeks since I first began developing my GAME plan as a way to become a better self-directed learner. The GAME plan has four steps:
1. Set Goals
2. Take Action to meet those goals
3. Monitor progress toward achieving goals and
4. Evaluate whether the goals were achieved and Extend your learning to new situations (Cennamo, Ross, & Ertmer, 2009, p. 3)
The goals I set for myself came from looking over the National Education Standards for Teachers. My first goal is to create a classroom website to provide information, resources, and published student work to students, families, and the community. My second goal is to show the colleagues I work with the benefits of integrating technology into their classrooms, and to help show them how to use the technology if possible. Over the last few weeks, I have had the opportunity to take action to meet these goals and monitor the progress I have made towards these goals. This week I will be evaluating my progress.
My actions for meeting my first goal of creating the classroom website seem to have come up short. I was told yesterday that until the district creates a uniform code for how classroom websites should be done, that I cannot create a site that is linked or associated with the district. When I asked how long this might take, I was told a few months. In the meantime I have been playing around with a couple of ideas such as creating a classroom website or blog using Weebly for Education. The site provides free education website and blog creation that I still might be able to use as long as I do not link it to my district or allow any student pictures or names to appear. Has anyone used Weebly before? It looks fairly easy from what I can see. Also, creating a classroom blog might be useful for integrating problem-based learning. Ertmer notes that blogs are good for student reflections, publication, and collaboration during the problem-based learning experience (Laureate Education, INC., 2009). Problem-based learning is a way of having the students’ work revolve around solving an complex, real world problem from authentic content (Ertmer & Simons, Spring 2006).
My actions have been much more effective in meeting my second goal of showing the benefits of integrating technology into classroom to my colleagues. Two of my colleagues are planning on observing me during a lesson where I integrate technology. If that goes well, I can see them asking for some assistance in starting to integrate more technology.
Looking back at what I have learned so far that I can apply in my instructional practice, I see that I have learned have a backup plan for when things do not always turn out the way I hope they will. I thought creating a classroom site would be easy to get the approval for and I would have it up and ready by now. I have also learned how helpful setting up self-directed learning goals can be to becoming a better educator, learner, and professional. This is something that I hope to pass on to my students.
I still need to learn how to persuade the administrators in my district to see the benefits of blogs, websites, and other online ways of collaborating and publishing information. I have discovered some ways of convincing my colleagues, but it seems more difficult to convince others that students with severe disabilities can benefit from all these same technologies. My new question is should I keep pushing it with them or continue doing what I can and wait for them to see what good things my students are doing?
At this point, I will only adjust my plan to allow for additional time to complete my first goal. I think I will play around with Weebly and see about using it to create my website and blog until I can do an official one through my district. At this time, I will not be adjusting my plan for completing my other goal of working with my colleagues. I will continue to re-evaluate my plan and adjust it as needed later on.
Let me know if you have any thoughts, questions, or comments.
Shannon Eno
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.
Laureate Education Inc., (Producer). Program eight. Spotlight on Technology: Problem-Based Learning, Part 1 [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
1. Set Goals
2. Take Action to meet those goals
3. Monitor progress toward achieving goals and
4. Evaluate whether the goals were achieved and Extend your learning to new situations (Cennamo, Ross, & Ertmer, 2009, p. 3)
The goals I set for myself came from looking over the National Education Standards for Teachers. My first goal is to create a classroom website to provide information, resources, and published student work to students, families, and the community. My second goal is to show the colleagues I work with the benefits of integrating technology into their classrooms, and to help show them how to use the technology if possible. Over the last few weeks, I have had the opportunity to take action to meet these goals and monitor the progress I have made towards these goals. This week I will be evaluating my progress.
My actions for meeting my first goal of creating the classroom website seem to have come up short. I was told yesterday that until the district creates a uniform code for how classroom websites should be done, that I cannot create a site that is linked or associated with the district. When I asked how long this might take, I was told a few months. In the meantime I have been playing around with a couple of ideas such as creating a classroom website or blog using Weebly for Education. The site provides free education website and blog creation that I still might be able to use as long as I do not link it to my district or allow any student pictures or names to appear. Has anyone used Weebly before? It looks fairly easy from what I can see. Also, creating a classroom blog might be useful for integrating problem-based learning. Ertmer notes that blogs are good for student reflections, publication, and collaboration during the problem-based learning experience (Laureate Education, INC., 2009). Problem-based learning is a way of having the students’ work revolve around solving an complex, real world problem from authentic content (Ertmer & Simons, Spring 2006).
My actions have been much more effective in meeting my second goal of showing the benefits of integrating technology into classroom to my colleagues. Two of my colleagues are planning on observing me during a lesson where I integrate technology. If that goes well, I can see them asking for some assistance in starting to integrate more technology.
Looking back at what I have learned so far that I can apply in my instructional practice, I see that I have learned have a backup plan for when things do not always turn out the way I hope they will. I thought creating a classroom site would be easy to get the approval for and I would have it up and ready by now. I have also learned how helpful setting up self-directed learning goals can be to becoming a better educator, learner, and professional. This is something that I hope to pass on to my students.
I still need to learn how to persuade the administrators in my district to see the benefits of blogs, websites, and other online ways of collaborating and publishing information. I have discovered some ways of convincing my colleagues, but it seems more difficult to convince others that students with severe disabilities can benefit from all these same technologies. My new question is should I keep pushing it with them or continue doing what I can and wait for them to see what good things my students are doing?
At this point, I will only adjust my plan to allow for additional time to complete my first goal. I think I will play around with Weebly and see about using it to create my website and blog until I can do an official one through my district. At this time, I will not be adjusting my plan for completing my other goal of working with my colleagues. I will continue to re-evaluate my plan and adjust it as needed later on.
Let me know if you have any thoughts, questions, or comments.
Shannon Eno
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.
Laureate Education Inc., (Producer). Program eight. Spotlight on Technology: Problem-Based Learning, Part 1 [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Wednesday, November 25, 2009
Monitoring My GAME Plan Progress
Two weeks ago I began developing my GAME plan. GAME is an acronym for set Goals, take Action, Monitor, and Evaluate and extend, and is used to assist in self-directed learning (Cennamo, Ross, & Ertmer, 2009). The first goal I set was to create a classroom website that will be used to provide information to students, families, and the community, and a place where students can publish their work. My second goal is to introduce and show my colleagues what technology can do for them in the classroom. This week I am monitoring my progress on these goals.
I have spent some time looking for the information and resources I need and have found a lot of helpful information on creating a quality classroom website. Two of these resources are located at http://k6educators.about.com/c/ht/00/07/How_Classroom_Web_Site0963767121.htm and http://hubpages.com/hub/10-Tips-for-an-A-Plus-Classroom-Website. The tips they offer have been helpful. The information that I am still having difficulty obtaining is from my own school district which seems to have put a hold on my request for permission to place school information on my website until after the holiday vacation. I have also been gathering information to provide to my colleagues on the benefits of technology in the classroom. After reviewing effective assessments using technology this week in class I knew some of my colleagues might be interested in learning more about it. Ross noted that assessing with technology provides flexible options for testing student content learning (Laureate Education INC., 2009). Last year I began building digital portfolios with my students. This morning I had the opportunity to share examples of these portfolios with a few of my colleagues. The information located at http://electronicportfolios.org/handbook/index.html was extremely helpful in talking about the process of using electronic portfolios and how to get started. I think I have at least one of my colleagues interested in using something similar with her students and I will be talking more about it with her next week. Does anyone else have additional information or resources that I might find helpful in this area?
At this point I do not feel like I will need to modify my GAME plan, other than to reflect a more realistic time table for development of my classroom website. I have a general idea of website design and links to helpful resources I seem to be at the mercy of my school district on moving forward. Does anyone have any helpful suggestions on this? I am beginning to think I should build the page using software and then try to move it to a site when I get the okay. The problem is that I am unsure what I will get the okay to put in the website. Hopefully I will find out early next week.
So far I have learned to keep up with my goals. With my busy schedule it can be easy to put these goals on the “back burner” and forget to go back to them later. I have asked one of my colleagues at school to help me with this by asking me each day where I am on carrying out my GAME plan.
The new question that arose from this monitoring of my GAME plan is if my time table is still doable for my website. I wanted to have it running by the end of the blogging assignments. I hope to be able to move ahead as soon as possible this next week.
As always, I welcome thoughts, comments, and suggestions on my blog.
Shannon Eno
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Program seven. Assessing Student Learning with Technology [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
I have spent some time looking for the information and resources I need and have found a lot of helpful information on creating a quality classroom website. Two of these resources are located at http://k6educators.about.com/c/ht/00/07/How_Classroom_Web_Site0963767121.htm and http://hubpages.com/hub/10-Tips-for-an-A-Plus-Classroom-Website. The tips they offer have been helpful. The information that I am still having difficulty obtaining is from my own school district which seems to have put a hold on my request for permission to place school information on my website until after the holiday vacation. I have also been gathering information to provide to my colleagues on the benefits of technology in the classroom. After reviewing effective assessments using technology this week in class I knew some of my colleagues might be interested in learning more about it. Ross noted that assessing with technology provides flexible options for testing student content learning (Laureate Education INC., 2009). Last year I began building digital portfolios with my students. This morning I had the opportunity to share examples of these portfolios with a few of my colleagues. The information located at http://electronicportfolios.org/handbook/index.html was extremely helpful in talking about the process of using electronic portfolios and how to get started. I think I have at least one of my colleagues interested in using something similar with her students and I will be talking more about it with her next week. Does anyone else have additional information or resources that I might find helpful in this area?
At this point I do not feel like I will need to modify my GAME plan, other than to reflect a more realistic time table for development of my classroom website. I have a general idea of website design and links to helpful resources I seem to be at the mercy of my school district on moving forward. Does anyone have any helpful suggestions on this? I am beginning to think I should build the page using software and then try to move it to a site when I get the okay. The problem is that I am unsure what I will get the okay to put in the website. Hopefully I will find out early next week.
So far I have learned to keep up with my goals. With my busy schedule it can be easy to put these goals on the “back burner” and forget to go back to them later. I have asked one of my colleagues at school to help me with this by asking me each day where I am on carrying out my GAME plan.
The new question that arose from this monitoring of my GAME plan is if my time table is still doable for my website. I wanted to have it running by the end of the blogging assignments. I hope to be able to move ahead as soon as possible this next week.
As always, I welcome thoughts, comments, and suggestions on my blog.
Shannon Eno
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Program seven. Assessing Student Learning with Technology [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
Wednesday, November 18, 2009
Carrying Out My GAME Plan
Developing a GAME plan is only the first step in becoming more confident and proficient in the NETS-T. This week I am looking at the resources and information I need to carry out my action plan.
One of my goals was to develop a classroom website that will serve as a way to produce information to students, families, and the community, and a place where students can publish their work. To accomplish this goal I will need my computer and, web development software, and an online host for my website. I will also need information related to making accessible websites for people with special needs. This week in our class, we have been looking at Universal design for learning (UDL) and assistive technology. Assistive technology and computer adaptations will allow my students more effective access to the computer (Cennamo, Ross, & Ertmer, 2009, p. 131). I must also get permission from my administrator and IT department before proceeding since I would be placing school information on the website. I have already put in the request and hope to hear back soon. Is there anything I am missing? Those of you who have build classroom websites might be able to let me know.
My other goal was to introduce and show my colleagues what technology can do in the classroom. Working in special education, we have access to many forms of assistive technology that could be useful for our students, but I have often seen it unused, because the teacher does not know how to properly work it. Ross states that effective teachers using assistive technology in the classroom must know how to use the technology (Laureate Education, INC., 2009). To accomplish this goal I will need information on how to use the technologies so that I can teach it to my colleagues. I will also need to make myself familiar with research that can help show my peers the benefits of technology integration. I have begun doing this already this past week. I have access to much of the research due to the classes I have been taking through Walden University.
As always, I welcome your comments and suggestions. If you have any resources that I would find beneficial in developing and carrying out my GAME plan, please let me know. It is through collaboration that we grow as educators.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.
One of my goals was to develop a classroom website that will serve as a way to produce information to students, families, and the community, and a place where students can publish their work. To accomplish this goal I will need my computer and, web development software, and an online host for my website. I will also need information related to making accessible websites for people with special needs. This week in our class, we have been looking at Universal design for learning (UDL) and assistive technology. Assistive technology and computer adaptations will allow my students more effective access to the computer (Cennamo, Ross, & Ertmer, 2009, p. 131). I must also get permission from my administrator and IT department before proceeding since I would be placing school information on the website. I have already put in the request and hope to hear back soon. Is there anything I am missing? Those of you who have build classroom websites might be able to let me know.
My other goal was to introduce and show my colleagues what technology can do in the classroom. Working in special education, we have access to many forms of assistive technology that could be useful for our students, but I have often seen it unused, because the teacher does not know how to properly work it. Ross states that effective teachers using assistive technology in the classroom must know how to use the technology (Laureate Education, INC., 2009). To accomplish this goal I will need information on how to use the technologies so that I can teach it to my colleagues. I will also need to make myself familiar with research that can help show my peers the benefits of technology integration. I have begun doing this already this past week. I have access to much of the research due to the classes I have been taking through Walden University.
As always, I welcome your comments and suggestions. If you have any resources that I would find beneficial in developing and carrying out my GAME plan, please let me know. It is through collaboration that we grow as educators.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.
Thursday, November 12, 2009
Developing My Personal GAME Plan
After reviewing the National Education Standards for Teachers I decided on two standards that I would like to become more proficient and confident in. They are:
3c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
5b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others (ISTE, 2008)
The first goal I have for becoming more proficient on standard 3c is to design a classroom website. I have tried this before, but I got busy, and the project fell by the wayside. At this point, having taken a number of classes through Walden, I am already better prepared at designing the website to be a place where I can relay information to students and parents, as well as showcase student and classroom work when appropriate.
The second goal I have relates to standard 5b. At this point, I am the only teacher in my program at school (students with multiple disabilities) interested in technology integration. Of the five teachers in the program, I am the only one to have made any technology requests, other than for a computer. As such, it is sometimes difficult for me to convince administrators to spend the money on technology for my students. I feel that if I can convince my colleagues how the technology integration can enhance their teaching we can petition for the technology together. To do this, my goal is to demonstrate and teach my colleagues about the power of technology integration.
To accomplish these goals I will take action on building a website with information for students, parents, and peers. The website will also have suggested resources and showcase classroom work and projects. I am also looking for other suggestions on what I should include in the website. Successful and beneficial sites need to be defined (Who is the audience? What information do they need? What content will be available?) in advance (Cennamo, Ross, & Ertmer, 2009, p.64).
I will also need to take action in accomplishing my second goal, but I am having a little more trouble in what action will make the biggest impact. I thought about inviting my peers to see me use the technology. I also thought about maybe leading a little in-service during the afternoon of a half-day. Does anyone else have suggestions? They seem so worried about everything they have to teach, that they say they do not have the time to learn the technology. While I understand their concern, Ertmer notes that for technology integration to be truly successful, supportive culture is key (Laureate Education, Inc., 2009). Having supportive colleagues would be a big help to me.
To monitor my progress on these goals I will set goals on when to accomplish each step of my GAME plan. I also will have the timed aspect of these blogging assignments for my Master’s class. Lastly, I will also make these professional goals that we need to develop each year in the district.
To evaluate and extend my learning, I will look to see if I have completed what I set out to do. Do I have a website with all the components I am looking for? Have I shown my peers the vision of technology integration and are they willing to work with me in getting the technology and sharing ideas on how to integrate them seamlessly into our lessons to enhance student learning?
Please feel free to add suggestions for me. I am especially looking forward to hearing suggestions on how best to get my peers at school to see the power of technology integration, or for them to understand the technology integration is not just having a student computer in the classroom. Any thoughts?
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Laureate Education Inc., (Producer). Program three. Enriching Content Area Learning Experiences with Technology Part One [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
3c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
5b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others (ISTE, 2008)
The first goal I have for becoming more proficient on standard 3c is to design a classroom website. I have tried this before, but I got busy, and the project fell by the wayside. At this point, having taken a number of classes through Walden, I am already better prepared at designing the website to be a place where I can relay information to students and parents, as well as showcase student and classroom work when appropriate.
The second goal I have relates to standard 5b. At this point, I am the only teacher in my program at school (students with multiple disabilities) interested in technology integration. Of the five teachers in the program, I am the only one to have made any technology requests, other than for a computer. As such, it is sometimes difficult for me to convince administrators to spend the money on technology for my students. I feel that if I can convince my colleagues how the technology integration can enhance their teaching we can petition for the technology together. To do this, my goal is to demonstrate and teach my colleagues about the power of technology integration.
To accomplish these goals I will take action on building a website with information for students, parents, and peers. The website will also have suggested resources and showcase classroom work and projects. I am also looking for other suggestions on what I should include in the website. Successful and beneficial sites need to be defined (Who is the audience? What information do they need? What content will be available?) in advance (Cennamo, Ross, & Ertmer, 2009, p.64).
I will also need to take action in accomplishing my second goal, but I am having a little more trouble in what action will make the biggest impact. I thought about inviting my peers to see me use the technology. I also thought about maybe leading a little in-service during the afternoon of a half-day. Does anyone else have suggestions? They seem so worried about everything they have to teach, that they say they do not have the time to learn the technology. While I understand their concern, Ertmer notes that for technology integration to be truly successful, supportive culture is key (Laureate Education, Inc., 2009). Having supportive colleagues would be a big help to me.
To monitor my progress on these goals I will set goals on when to accomplish each step of my GAME plan. I also will have the timed aspect of these blogging assignments for my Master’s class. Lastly, I will also make these professional goals that we need to develop each year in the district.
To evaluate and extend my learning, I will look to see if I have completed what I set out to do. Do I have a website with all the components I am looking for? Have I shown my peers the vision of technology integration and are they willing to work with me in getting the technology and sharing ideas on how to integrate them seamlessly into our lessons to enhance student learning?
Please feel free to add suggestions for me. I am especially looking forward to hearing suggestions on how best to get my peers at school to see the power of technology integration, or for them to understand the technology integration is not just having a student computer in the classroom. Any thoughts?
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Laureate Education Inc., (Producer). Program three. Enriching Content Area Learning Experiences with Technology Part One [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
Saturday, October 31, 2009
Reflection of EDUC 6712
Upon reflecting on the EDUC 6712 course, I find that I have once again discovered how much more there is for me to learn. While some of the concepts in a course about information literacy and online inquiry may appear to be common sense, a closer look reveals a deeper truth about the way we teach and how we integrate technology into the classroom.
I think the most striking revelation I found in this course relates to the teaching of new literacy skills to our students. While the old literacies of reading, writing, language, etc., are still a foundation of education, it is now crucial that our students receive instruction with additional literacy skills that build on the old, but incorporate the skills they will need in today’s modern workforce (Leu, Kinzer, Coiro, & Cammack, 2004). After completing the 21st Century Fluencies Quotient Insta-Audit by Ian Jukes (2007), I was surprised to find that the 21st century literacy skills were not all about technology like I had anticipated they would be. Instead, most of them deal with being able to work cooperatively in a group and reading and communicating effectively in a variety of mediums (written, in a group, electronically, etc.). There are also fluencies that relate to seeking and presenting information in the problem solving process. While these literacies may have surprised me at first, I suppose they really should not have. Technology integration has never been about making sure the classroom is stocked full of the latest and greatest technology, but in how seamless the technology is integrated into the curriculum and making it personal (Laureate Education, INC., 2009).
Keeping that fact in mind, the information and experience I gained in this course will influence the way I teach from this point forward. It is easy enough for me to have my students use the Internet to find information about the subject they are researching, but after this course I now know this needs to be a taught process. Students need to be taught how to do an Internet search. I need to teach them how to expand or narrow their searches to find the most relevant information. I also need to teach them to look critically at the information they find. With anybody able to publish nearly anything, students have to have the skill of finding and analyzing good information. Finally, students need to learn how to communicate the information in an effective way to a varied audience.
One of the professional goals I would like to pursue after taking this course is working the new literacies seamlessly into the total curriculum. There are so many things we are required to teach our students, that the idea of adding anything else seems overwhelming. However, these new literacies differ from the old ones because they lend themselves well at working with the curriculum instead of adding to it. It will take some work though. The next Walden class we take is about integrating technology across the content areas, which should offer some great ideas. I also will look through the curriculum and see what areas lend themselves to project-based learning, and working cooperatively with peers (both within the room and around the world). This is not a small goal, but with some hard work, it is a doable goal. The reward is well worth the price; preparing our students for life in the 21st century.
References:
Laureate Education, Inc. (Executive Producer). (2009). It’s Not About the Technology. Baltimore: Author.
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In Ruddell, R. B. & Unrau, N. J., (Eds.), Theoretical models and processes of reading (5th ed.). (pp. 1570-1613). Newark, DE: International Reading Association.
I think the most striking revelation I found in this course relates to the teaching of new literacy skills to our students. While the old literacies of reading, writing, language, etc., are still a foundation of education, it is now crucial that our students receive instruction with additional literacy skills that build on the old, but incorporate the skills they will need in today’s modern workforce (Leu, Kinzer, Coiro, & Cammack, 2004). After completing the 21st Century Fluencies Quotient Insta-Audit by Ian Jukes (2007), I was surprised to find that the 21st century literacy skills were not all about technology like I had anticipated they would be. Instead, most of them deal with being able to work cooperatively in a group and reading and communicating effectively in a variety of mediums (written, in a group, electronically, etc.). There are also fluencies that relate to seeking and presenting information in the problem solving process. While these literacies may have surprised me at first, I suppose they really should not have. Technology integration has never been about making sure the classroom is stocked full of the latest and greatest technology, but in how seamless the technology is integrated into the curriculum and making it personal (Laureate Education, INC., 2009).
Keeping that fact in mind, the information and experience I gained in this course will influence the way I teach from this point forward. It is easy enough for me to have my students use the Internet to find information about the subject they are researching, but after this course I now know this needs to be a taught process. Students need to be taught how to do an Internet search. I need to teach them how to expand or narrow their searches to find the most relevant information. I also need to teach them to look critically at the information they find. With anybody able to publish nearly anything, students have to have the skill of finding and analyzing good information. Finally, students need to learn how to communicate the information in an effective way to a varied audience.
One of the professional goals I would like to pursue after taking this course is working the new literacies seamlessly into the total curriculum. There are so many things we are required to teach our students, that the idea of adding anything else seems overwhelming. However, these new literacies differ from the old ones because they lend themselves well at working with the curriculum instead of adding to it. It will take some work though. The next Walden class we take is about integrating technology across the content areas, which should offer some great ideas. I also will look through the curriculum and see what areas lend themselves to project-based learning, and working cooperatively with peers (both within the room and around the world). This is not a small goal, but with some hard work, it is a doable goal. The reward is well worth the price; preparing our students for life in the 21st century.
References:
Laureate Education, Inc. (Executive Producer). (2009). It’s Not About the Technology. Baltimore: Author.
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In Ruddell, R. B. & Unrau, N. J., (Eds.), Theoretical models and processes of reading (5th ed.). (pp. 1570-1613). Newark, DE: International Reading Association.
Sunday, June 28, 2009
Reflection Post for EDUC 6711
When reflecting back on this course I find that, as with most things in education, I am constantly fluctuating and reevaluating my thoughts and ideas on being a better and more effective educator. The learning theories looked at in this course were not new to me. I have studied behaviorism, cognitive, and constructivist theories before. The benefit of this class was in the context in which these theories were presented. Instead of simple facts about the theories and their differences, this course had me putting them into practice and showed how I can integrate technologies that complement the theories. I was able to make immediate changes that can enhance my students’ learning as well as some long-term goals to change my instructional practice in a positive and exciting way.
When I look back over my personal theory of learning from the first week of the course, I think the biggest thing that I have altered is including and emphasizing more the importance of social learning theory. Connectivists believe that people learn about and understand the world primarily through social interactions (Laureate Education, Inc., 2009). This is something that I have begun to see as true for my students and myself. By placing greater importance on social learning, I see greater motivation and improved learning in my classroom.
Using concept mapping software and virtual field trips will be the two most immediate changes in technology use that I have made into my classroom. My students enjoy the virtual field trips that we have begun taking. The visual component makes my lessons more concrete in my students’ minds allowing them to more easily make the important shift from short term to long term memory. The concept map software available from IHMC CmapTools are easy to use and can easily be adapted for my students’ use. The ability to add pictures and sounds to the maps again help my students take concepts that may seem abstract and foreign and make them more concrete. Advanced organizers, like the concept map software, help the students to organize and make sense of the content they are learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 73).
The first long-term goal I have for technology integration into my instructional practice is using available technology to recognize and reinforce effort. My students love to “show-off” their hard work. Using blogs, classroom websites, and VoiceThreads they can publish their work to a wider audience and seek feedback and reinforcement from others. Next year, I hope to set up accounts that will allow my students to use these resources in the classroom. The first step is making sure that I will be able to access the sites in my classroom, as many times, these sites are blocked by my district.
The second long-term goal I have is making sure that the technology I bring into the classroom becomes learning tools and not just instructional tools. While some software is designed to help teachers with tasks like attendance and grade keeping, programs such as PowerPoint and hardware like interactive whiteboards, often ends up being used as only an instructional tool. By making sure to get my students using the technology that is integrated into the classroom I ensure that they receive the maximum benefits from the technology. I can make sure that I am completing this goal by evaluating and reflecting each lesson I teach and looking at the technology I use. Placing the technology into the hands of my students will also increase motivation and have a positive effect on my students’ learning.
References
Laureate Education, Inc. (Producer). (2009). Program nine. Instructional Theory vs. Learning Theory [Motion picture]. Connectivism as a Learning Theory. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
When I look back over my personal theory of learning from the first week of the course, I think the biggest thing that I have altered is including and emphasizing more the importance of social learning theory. Connectivists believe that people learn about and understand the world primarily through social interactions (Laureate Education, Inc., 2009). This is something that I have begun to see as true for my students and myself. By placing greater importance on social learning, I see greater motivation and improved learning in my classroom.
Using concept mapping software and virtual field trips will be the two most immediate changes in technology use that I have made into my classroom. My students enjoy the virtual field trips that we have begun taking. The visual component makes my lessons more concrete in my students’ minds allowing them to more easily make the important shift from short term to long term memory. The concept map software available from IHMC CmapTools are easy to use and can easily be adapted for my students’ use. The ability to add pictures and sounds to the maps again help my students take concepts that may seem abstract and foreign and make them more concrete. Advanced organizers, like the concept map software, help the students to organize and make sense of the content they are learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 73).
The first long-term goal I have for technology integration into my instructional practice is using available technology to recognize and reinforce effort. My students love to “show-off” their hard work. Using blogs, classroom websites, and VoiceThreads they can publish their work to a wider audience and seek feedback and reinforcement from others. Next year, I hope to set up accounts that will allow my students to use these resources in the classroom. The first step is making sure that I will be able to access the sites in my classroom, as many times, these sites are blocked by my district.
The second long-term goal I have is making sure that the technology I bring into the classroom becomes learning tools and not just instructional tools. While some software is designed to help teachers with tasks like attendance and grade keeping, programs such as PowerPoint and hardware like interactive whiteboards, often ends up being used as only an instructional tool. By making sure to get my students using the technology that is integrated into the classroom I ensure that they receive the maximum benefits from the technology. I can make sure that I am completing this goal by evaluating and reflecting each lesson I teach and looking at the technology I use. Placing the technology into the hands of my students will also increase motivation and have a positive effect on my students’ learning.
References
Laureate Education, Inc. (Producer). (2009). Program nine. Instructional Theory vs. Learning Theory [Motion picture]. Connectivism as a Learning Theory. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, June 4, 2009
VoiceThread
Here is the link to my VoiceThread project for Application 5 in EDUC 6711. In it I talk a little about some of the technology I use in my classroom. Some of that technology is out of date or difficult for some of my students to use.
http://voicethread.com/share/528897/
http://voicethread.com/share/528897/
Wednesday, June 3, 2009
Connectivism and Social Learning in Practice (APP 5 for EDUC 6711)
Social learning theory puts forth the idea that people learn primarily from what they observe other people doing. As children, we learned from our parents, siblings, teachers, and peers. Even as adults, we may often learn how to act in a certain situation or environment based on our observations of others. Creating a classroom where social learning theory is practiced means lots of cooperative learning. While constructionist learning theory has an individual creating an artifact, social learning theory has students working together to create the artifact. Given the incredible wealth of technology and Web 2.0 tools available to many people, it is now possible for collaborative learning to occur both with peers in the classroom and around the world.
In their book, Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski (2007) list several ideas for integrating technology into a cooperative learning setting (pgs. 141-154). The first way they suggest is to have students create a multimedia presentation. This can be a high interest and motivating activity for students. The authors note that this is a complex activity that requires a lot of attention to detail and would require students to work effectively in the collaborative environment. The second suggestion they offer is to use Web resources. Web resources allow students to communicate with peers from around the country or world. This communication can be used for further collaboration or a learning exercise. Sites such as ePALS and Keypals Club International help in setting up correspondence from students around the world. Other Web resources include WebQuests to focus students’ learning on the information instead of finding it, and Web site creation tools such as iWeb (for Macintosh operating systems), Publisher, TOWeb, and Cool Page.
Collaborating over the Web also gives teachers and students the chance to organize data and share resources. Shared bookmarking sites such as del.icio.us allow users to collect all their favorite Websites and resources in one location and then share them with others. Teachers can also set up blogs and wikis through sites such as Edublogs and Wikispaces to collect the group’s information.
One of the fastest growing aspects of the Web today is social networking. Sites like Facebook have entered into mainstream culture. It is almost certain today that most of our students are already using resources like this to collaborate and communicate with friends. While many of them do this as a form of entertainment, social networking can be a powerful tool that people can use to find jobs, relationships, and more. Regardless of our feelings towards using these tools, our students need to learn how to use them in a responsible and useful way. Used correctly, these tools will be essential to our students’ future as a member of today’s global workforce.
Resources
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
In their book, Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski (2007) list several ideas for integrating technology into a cooperative learning setting (pgs. 141-154). The first way they suggest is to have students create a multimedia presentation. This can be a high interest and motivating activity for students. The authors note that this is a complex activity that requires a lot of attention to detail and would require students to work effectively in the collaborative environment. The second suggestion they offer is to use Web resources. Web resources allow students to communicate with peers from around the country or world. This communication can be used for further collaboration or a learning exercise. Sites such as ePALS and Keypals Club International help in setting up correspondence from students around the world. Other Web resources include WebQuests to focus students’ learning on the information instead of finding it, and Web site creation tools such as iWeb (for Macintosh operating systems), Publisher, TOWeb, and Cool Page.
Collaborating over the Web also gives teachers and students the chance to organize data and share resources. Shared bookmarking sites such as del.icio.us allow users to collect all their favorite Websites and resources in one location and then share them with others. Teachers can also set up blogs and wikis through sites such as Edublogs and Wikispaces to collect the group’s information.
One of the fastest growing aspects of the Web today is social networking. Sites like Facebook have entered into mainstream culture. It is almost certain today that most of our students are already using resources like this to collaborate and communicate with friends. While many of them do this as a form of entertainment, social networking can be a powerful tool that people can use to find jobs, relationships, and more. Regardless of our feelings towards using these tools, our students need to learn how to use them in a responsible and useful way. Used correctly, these tools will be essential to our students’ future as a member of today’s global workforce.
Resources
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 27, 2009
Constructivism in Practice (Application 4 for EDUC 6711)
Constructivist/constructionist learning theory gives the learner a more active role in their education. With constructionist learning theory, the student produces an artifact that can then be shared with others (Laureate Education, 2009). This artifact can be any number of things from a graph or project to a drawing or movie. In the end, the student is able to show what they have learned by producing the artifact.
Technology can play an important part in constructivist/constructionist learning theory. In their book, Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski talk about several of the ways that technology can be integrated by having students generate and test hypotheses (pgs. 202-216). The first way they recommend is through the use of spreadsheet software. Teachers can set up documents in advance in the form of templates and allow the students to manipulate numbers and get instant results with the ability to graph. Data collection tools such as digital probes, digital microscopes, as well as the internet itself (through collaborative project Web sites such as Global Schoolhouse) provide easy and quick data collection, giving the learners more time to speculate on the results and perform additional collection. Web resources provide gaming software and simulations that give students interaction to make decisions and test hypotheses in a simulated environment that would be nearly impossible perform without the aid of this technology. Some examples the authors refer to are Smog City, NOVA Building Big, PrimaryAccess, Invention Web Resources, and Practicing with the Catapult. All of these Web sites allow the user to play around and manipulate variables in a simulated environment. This gives the student a more concrete way of looking at how their decisions affect the world around them. There are also Web sites dedicated to helping teachers plan project-based learning experiences. Some of these sites include Project-Based Learning: The Online Resource for PBL, Apple Learning Interchange: Online Project-Based Learning, and Edutopia: Project Learning. These sites, and others like them, have databases of projects to help teachers get started and to share ideas with others.
When using technology to facilitate constructionist learning theory in the classroom, I believe we must once again, make sure that we are being relevant to our students lives. Most students have inquisitive minds and like to see how things would change if they were allowed to manipulate the pieces. Technology gives them the chance to do that while designing a finished product, or artifact, that they can be proud of.
Shannon Eno
Resources
Laureate Education, Inc. (Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Technology can play an important part in constructivist/constructionist learning theory. In their book, Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski talk about several of the ways that technology can be integrated by having students generate and test hypotheses (pgs. 202-216). The first way they recommend is through the use of spreadsheet software. Teachers can set up documents in advance in the form of templates and allow the students to manipulate numbers and get instant results with the ability to graph. Data collection tools such as digital probes, digital microscopes, as well as the internet itself (through collaborative project Web sites such as Global Schoolhouse) provide easy and quick data collection, giving the learners more time to speculate on the results and perform additional collection. Web resources provide gaming software and simulations that give students interaction to make decisions and test hypotheses in a simulated environment that would be nearly impossible perform without the aid of this technology. Some examples the authors refer to are Smog City, NOVA Building Big, PrimaryAccess, Invention Web Resources, and Practicing with the Catapult. All of these Web sites allow the user to play around and manipulate variables in a simulated environment. This gives the student a more concrete way of looking at how their decisions affect the world around them. There are also Web sites dedicated to helping teachers plan project-based learning experiences. Some of these sites include Project-Based Learning: The Online Resource for PBL, Apple Learning Interchange: Online Project-Based Learning, and Edutopia: Project Learning. These sites, and others like them, have databases of projects to help teachers get started and to share ideas with others.
When using technology to facilitate constructionist learning theory in the classroom, I believe we must once again, make sure that we are being relevant to our students lives. Most students have inquisitive minds and like to see how things would change if they were allowed to manipulate the pieces. Technology gives them the chance to do that while designing a finished product, or artifact, that they can be proud of.
Shannon Eno
Resources
Laureate Education, Inc. (Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 20, 2009
Cognitivism in Practice (Application 3 for EDUC 6711)
The cognitivist perspective of learning is one where learning takes place thorough the senses and is stored, first in short term memory, and finally long term memory, if the student is able to make connections to other pieces of information they have already stored. In essence, cognitivism makes use of the way we think to understand the way students learn (Lever-Duffy & McDonald, 2008, p. 16).
In their book Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski (2007) present some ideas to help students acquire and integrate learning. The first set of ideas deal with using cues, questions, and advance organizers (pgs. 73-85). Cues give the student hints about what they will be learning about, and begin to help them organize in their minds what they might already know about the subject. This helps them to make the connections to other subjects already stored in their memory and to help them process the information to enter from short-term to long-term memory. Questions are similar to cues in that they are used to help the student access their prior knowledge and make the needed cognitive connections. Advance organizers can be anything from brochures, rubrics, and articles, to tables and charts to help the student visually focus on the important information they will be learning about. Some of the ways to make use of technology to make advance organizers includes using word processing to have the students make brochures prior to a field trip and making rubrics using spreadsheet software. Another use of technology is to make concept maps using software like Kidspiration to help students visually organize and brainstorm their thoughts as well as the important concepts from the material. Websites such as United Streaming, Google Video, and BrainPOP Jr. also provide multimedia examples of advance organizers in the form of video clips used to help the students think about upcoming material and link it with their prior knowledge. These sites can be viewed at home and allow the families to get involved with their child’s learning, helping to make the learning more meaningful to the student. Virtual field trips can also help students to visually process a location that they are unable to physically visit, such as a zoo, an ocean, or somewhere halfway around the world. Virtual field trips allow the student to begin and make connections that will be more real than simply reading about the location.
Many students may become frustrated when trying to take new information and summarize it or when searching for the main points they need to know. Pitler et al. also make recommendations on how to integrate technology to help students take notes and summarize text (pgs. 119-138). Using word processers, students can make use of auto summarizing, where the program will look through the typed text and locate the main ideas and key points. Inspiration allows teachers to make guided notes, where the students fill in certain points from a text or video. This can help the student narrow their focus to only the relevant information. Teachers may also choose multimedia technology to have students present notes and summaries. PowerPoint software allows students to create combination notes with main ideas, a multimedia enhancement, and a summary statement. Combination notes are powerful tools that link the text with pictures, auditory stimuli, or video that can help the student make a strong cognitive connection. There are also web resources that help students take and present notes in a collaborative manner including Google Docs, ThinkFree, wikis, and blogs. One of the important things to remember is that students need a variety of formats and options to take notes. The more options they have the more personal connections they can form and the more likely they will store the information into their long-term memory.
Using technology to support cognitive learning will help students of all abilities, ages, and levels. Whether using a simple word processor or top of the line multimedia software, students will enjoy using the technology to create, explore, summarize, and present their new information in a meaningful and motivating way.
References
Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
In their book Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski (2007) present some ideas to help students acquire and integrate learning. The first set of ideas deal with using cues, questions, and advance organizers (pgs. 73-85). Cues give the student hints about what they will be learning about, and begin to help them organize in their minds what they might already know about the subject. This helps them to make the connections to other subjects already stored in their memory and to help them process the information to enter from short-term to long-term memory. Questions are similar to cues in that they are used to help the student access their prior knowledge and make the needed cognitive connections. Advance organizers can be anything from brochures, rubrics, and articles, to tables and charts to help the student visually focus on the important information they will be learning about. Some of the ways to make use of technology to make advance organizers includes using word processing to have the students make brochures prior to a field trip and making rubrics using spreadsheet software. Another use of technology is to make concept maps using software like Kidspiration to help students visually organize and brainstorm their thoughts as well as the important concepts from the material. Websites such as United Streaming, Google Video, and BrainPOP Jr. also provide multimedia examples of advance organizers in the form of video clips used to help the students think about upcoming material and link it with their prior knowledge. These sites can be viewed at home and allow the families to get involved with their child’s learning, helping to make the learning more meaningful to the student. Virtual field trips can also help students to visually process a location that they are unable to physically visit, such as a zoo, an ocean, or somewhere halfway around the world. Virtual field trips allow the student to begin and make connections that will be more real than simply reading about the location.
Many students may become frustrated when trying to take new information and summarize it or when searching for the main points they need to know. Pitler et al. also make recommendations on how to integrate technology to help students take notes and summarize text (pgs. 119-138). Using word processers, students can make use of auto summarizing, where the program will look through the typed text and locate the main ideas and key points. Inspiration allows teachers to make guided notes, where the students fill in certain points from a text or video. This can help the student narrow their focus to only the relevant information. Teachers may also choose multimedia technology to have students present notes and summaries. PowerPoint software allows students to create combination notes with main ideas, a multimedia enhancement, and a summary statement. Combination notes are powerful tools that link the text with pictures, auditory stimuli, or video that can help the student make a strong cognitive connection. There are also web resources that help students take and present notes in a collaborative manner including Google Docs, ThinkFree, wikis, and blogs. One of the important things to remember is that students need a variety of formats and options to take notes. The more options they have the more personal connections they can form and the more likely they will store the information into their long-term memory.
Using technology to support cognitive learning will help students of all abilities, ages, and levels. Whether using a simple word processor or top of the line multimedia software, students will enjoy using the technology to create, explore, summarize, and present their new information in a meaningful and motivating way.
References
Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 13, 2009
Behaviorism in Practice (Application 2 for EDUC 6711)
Behaviorism has become something of a dirty word with many educators today. I do not consider myself to be a behaviorist, and yet to dismiss the ideas behaviorism presents means having to do away with strategies that are proven to work along with a lot of great technology. Every day I use rewards and punishment in the classroom. I also use drill and practice sessions to help my students master the skills they need to be as independent as possible in the community. To this end, I try to make these sessions as interesting and motivating as possible by using technology. One example is through the use of a computer program that my speech therapist and I designed to reward correct responses from the student with music and a short video, which are very motivating to my students. In their book, Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski (2007) talk about using technology to help students reinforce their effort and when doing homework and practice sessions (pgs. 155–164 & 187–201).
When reinforcing student effort, behaviorist theory would have the student keep track of their achievement based on effort to see that when they put more effort in their achievement improves. Pitler et al, suggest making this easier by using spreadsheets and data collection tools such as online surveys using Survey Monkey. When students see that their increase in effort leads to higher achievement it helps reinforce the effort and becomes self-motivating.
Some skills lend themselves to needing more than just a memorizing of facts. These skills such as learning to do addition problems require repetitive practice for the student to become efficient. For years, teachers made dittos for students to get this drill and practice to ensure that students would be able to perform the skill proficiently. While this practice can be dull and non-motivating for most students, there are many technology options available that can make this practice more fun and exciting. Pitler et al, recommend the use of word processing applications, spreadsheets, multimedia resources, Web resources, and communication software to help increase the student motivation to practice and do homework, thereby increasing their efficiency at completing the task. Word processers can help students analyze their writing and offer suggestions at making it more sophisticated. Spreadsheets allow students to manipulate and graph data in different ways leading to a better understanding of the concepts they are learning. The use of software that allows students to make multimedia projects can be highly motivating and rewarding for students while also giving them the opportunity to become proficient with tools they may need in the workforce. Web resources can help replace drill and practice dittos with online educational games and can be done from both school and home. Some of their examples include BrainPop, BBC Skillswise, and IKnowThat.com. A Google search will turn up hundreds more, some better quality than others. By using communication software students can work together on a shared document by using any computer with Internet access. This promotes team work and collaboration. Online software includes Writeboard, Google Docs, and YourDraft. This can also be done using a wiki service such as Wikispaces.
With all these wonderful resources available, it is easy to see that behaviorism in the classroom can be a beneficial and positive thing.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
When reinforcing student effort, behaviorist theory would have the student keep track of their achievement based on effort to see that when they put more effort in their achievement improves. Pitler et al, suggest making this easier by using spreadsheets and data collection tools such as online surveys using Survey Monkey. When students see that their increase in effort leads to higher achievement it helps reinforce the effort and becomes self-motivating.
Some skills lend themselves to needing more than just a memorizing of facts. These skills such as learning to do addition problems require repetitive practice for the student to become efficient. For years, teachers made dittos for students to get this drill and practice to ensure that students would be able to perform the skill proficiently. While this practice can be dull and non-motivating for most students, there are many technology options available that can make this practice more fun and exciting. Pitler et al, recommend the use of word processing applications, spreadsheets, multimedia resources, Web resources, and communication software to help increase the student motivation to practice and do homework, thereby increasing their efficiency at completing the task. Word processers can help students analyze their writing and offer suggestions at making it more sophisticated. Spreadsheets allow students to manipulate and graph data in different ways leading to a better understanding of the concepts they are learning. The use of software that allows students to make multimedia projects can be highly motivating and rewarding for students while also giving them the opportunity to become proficient with tools they may need in the workforce. Web resources can help replace drill and practice dittos with online educational games and can be done from both school and home. Some of their examples include BrainPop, BBC Skillswise, and IKnowThat.com. A Google search will turn up hundreds more, some better quality than others. By using communication software students can work together on a shared document by using any computer with Internet access. This promotes team work and collaboration. Online software includes Writeboard, Google Docs, and YourDraft. This can also be done using a wiki service such as Wikispaces.
With all these wonderful resources available, it is easy to see that behaviorism in the classroom can be a beneficial and positive thing.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Sunday, March 1, 2009
Reflection Post for EDUC 6710
In the past eight weeks, I have gained much in the way of technology integration into my classroom. I have started a blog, collaborated with colleagues from around the world to complete a wiki, and I have recorded my first podcast. I have also analyzed and debated theories such as digital natives and digital immigrants.
As a part of this course, I was able to develop my technology skills. I consider myself a technology buff but had never started my own wiki or recorded a podcast. I have now done both. The best way to develop technology skills is to practice using the tools. The more I use the tools, the better I will be at integrating and teaching them in the classroom. I also feel that I have become more proficient in blogging and collaborating through technology.
Along with the applications, the readings and discussions have deepened my knowledge of the teaching and learning process. Marc Prensky’s 2001 article entitled “Digital Natives, Digital Immigrants Part 1,” really got me to reevaluate how I teach today’s students. Prensky states that students who have grown up in a digital world have brains that have been wired differently, and therefore they learn and must be taught differently. Regardless of whether you agree with him or not, there are implications to his theory that cannot be ignored. My students receive their information in vastly different ways than previous generations. They have the ability to find any information, nearly instantaneously, through the use of digital tools. While others are beginning to use computers to do these searches, digital natives have moved passed bulky computers, and now are using cell phones and similar devices to search the internet, network, stream media, and collaborate with friends. I as a teacher need to work at bringing these tools into the learning process.
This course has also allowed me to change my prospective from being teacher-centered to learner-centered. The natural tendency for most teachers is to become teacher-centered. The teacher stands in front of the class and lectures. The introduction of Web 2.0 has allowed for a shift in this, and that shift is a very good thing. Teachers should no longer need to dole out facts for memorization and have the students regurgitate them back on a test. Richardson (2009) reminds us that the web provides factual answers to nearly any question in seconds (p. 133). Teachers instead should focus on being learner-centered where the students seek to find the information they need and collaborate with their peers to use the information in a way to solve a relevant problem. Blogging, podcasting, Google documents, and wikis are a few of the Web 2.0 tools I have used in this course that foster learner-centered teaching.
There are a few ways that I can continue to expand my knowledge of learning, teaching, and leading with technology to increase student achievement. One of the biggest things I can do is to continue making use of professional development opportunities that develop my skills in technology and teaching 21st century skills. In addition to these opportunities, there are professional journals to help increase my knowledge. Websites such as Edutopia are great resources on integrating technology into the classroom. In addition there are countless blogs that also offer ideas.
There are two goals that I would like to set to transform my classroom environment. The first is to go through the curriculum and begin to develop ways that I can use technology to transform assignments and activities into learner-centered, 21st century applications. The biggest factor for this goal will be time. Teachers have so very little extra time it seems. However, after the initial time factor, transforming the curriculum will actually save time and energy on lesson planning in the future. By grouping the curriculum into sections, I can accomplish this goal over the next couple of years.
The second goal I would like to accomplish is to develop a classroom blog that the students can write to that will work as a “newsletter” of sorts for their families and friends. My students love to show off their work but often their physical disabilities prevent them from expressing themselves. With my assistance, they will be able to post podcasts, videos, and posts to the blog site. The biggest obstacle I face in this goal is the lack of student computers I have access to on a regular basis and making sure I have access to the blog site through the online filter the district uses. My supervisor has been cooperative with getting the things I need to transform my classroom so far. I have finally won the battle to receive a LCD projector in my room, and I am currently working on getting additional computers in the room that can access the internet.
In reviewing the checklist that I completed in week 1 of this course I found that many of my answers to the practices to support 21st century skills shifted from the rarely to sometimes box, to the often and sometimes box. It was not that I thought these practices as unimportant or that I did not want to design these instructional activities. I really thought that if I did not have the technology available to me, there was no point in trying. Through this course, I learned that I was using these obstacles as excuses for not acting. I am now working to be a leader and an advocate to bringing these technologies and skills into our school building. I am seeking ways to use our available technology to do new things instead of just doing the same things differently.
I think that a recent video I found and embedded below sums up many of the things that were touched on in this course. The video is called, “I teach, therefore you learn…or do you?” and was created by Jose Picardo. He has an excellent educational blog called Box of Tricks. The site is a wealth of information on technology integration into the classroom. This is a video and site that I plan to share with my colleagues. I am hoping that they will also begin to see that technology is the future of teaching. I have been grateful that this class has set me on the path to being a 21st century educator.
Resources:
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
I teach, therefore you learn... or do you? from José Picardo on Vimeo.
As a part of this course, I was able to develop my technology skills. I consider myself a technology buff but had never started my own wiki or recorded a podcast. I have now done both. The best way to develop technology skills is to practice using the tools. The more I use the tools, the better I will be at integrating and teaching them in the classroom. I also feel that I have become more proficient in blogging and collaborating through technology.
Along with the applications, the readings and discussions have deepened my knowledge of the teaching and learning process. Marc Prensky’s 2001 article entitled “Digital Natives, Digital Immigrants Part 1,” really got me to reevaluate how I teach today’s students. Prensky states that students who have grown up in a digital world have brains that have been wired differently, and therefore they learn and must be taught differently. Regardless of whether you agree with him or not, there are implications to his theory that cannot be ignored. My students receive their information in vastly different ways than previous generations. They have the ability to find any information, nearly instantaneously, through the use of digital tools. While others are beginning to use computers to do these searches, digital natives have moved passed bulky computers, and now are using cell phones and similar devices to search the internet, network, stream media, and collaborate with friends. I as a teacher need to work at bringing these tools into the learning process.
This course has also allowed me to change my prospective from being teacher-centered to learner-centered. The natural tendency for most teachers is to become teacher-centered. The teacher stands in front of the class and lectures. The introduction of Web 2.0 has allowed for a shift in this, and that shift is a very good thing. Teachers should no longer need to dole out facts for memorization and have the students regurgitate them back on a test. Richardson (2009) reminds us that the web provides factual answers to nearly any question in seconds (p. 133). Teachers instead should focus on being learner-centered where the students seek to find the information they need and collaborate with their peers to use the information in a way to solve a relevant problem. Blogging, podcasting, Google documents, and wikis are a few of the Web 2.0 tools I have used in this course that foster learner-centered teaching.
There are a few ways that I can continue to expand my knowledge of learning, teaching, and leading with technology to increase student achievement. One of the biggest things I can do is to continue making use of professional development opportunities that develop my skills in technology and teaching 21st century skills. In addition to these opportunities, there are professional journals to help increase my knowledge. Websites such as Edutopia are great resources on integrating technology into the classroom. In addition there are countless blogs that also offer ideas.
There are two goals that I would like to set to transform my classroom environment. The first is to go through the curriculum and begin to develop ways that I can use technology to transform assignments and activities into learner-centered, 21st century applications. The biggest factor for this goal will be time. Teachers have so very little extra time it seems. However, after the initial time factor, transforming the curriculum will actually save time and energy on lesson planning in the future. By grouping the curriculum into sections, I can accomplish this goal over the next couple of years.
The second goal I would like to accomplish is to develop a classroom blog that the students can write to that will work as a “newsletter” of sorts for their families and friends. My students love to show off their work but often their physical disabilities prevent them from expressing themselves. With my assistance, they will be able to post podcasts, videos, and posts to the blog site. The biggest obstacle I face in this goal is the lack of student computers I have access to on a regular basis and making sure I have access to the blog site through the online filter the district uses. My supervisor has been cooperative with getting the things I need to transform my classroom so far. I have finally won the battle to receive a LCD projector in my room, and I am currently working on getting additional computers in the room that can access the internet.
In reviewing the checklist that I completed in week 1 of this course I found that many of my answers to the practices to support 21st century skills shifted from the rarely to sometimes box, to the often and sometimes box. It was not that I thought these practices as unimportant or that I did not want to design these instructional activities. I really thought that if I did not have the technology available to me, there was no point in trying. Through this course, I learned that I was using these obstacles as excuses for not acting. I am now working to be a leader and an advocate to bringing these technologies and skills into our school building. I am seeking ways to use our available technology to do new things instead of just doing the same things differently.
I think that a recent video I found and embedded below sums up many of the things that were touched on in this course. The video is called, “I teach, therefore you learn…or do you?” and was created by Jose Picardo. He has an excellent educational blog called Box of Tricks. The site is a wealth of information on technology integration into the classroom. This is a video and site that I plan to share with my colleagues. I am hoping that they will also begin to see that technology is the future of teaching. I have been grateful that this class has set me on the path to being a 21st century educator.
Resources:
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
I teach, therefore you learn... or do you? from José Picardo on Vimeo.
Tuesday, January 27, 2009
Evaluating 21st Century Skills (Application 4 for EDUC 6710)
While exploring the website Partnership for 21st Century Skills I was amazed at the amount of information that they offered in the area of teaching 21st century skills to our students. I was impressed with the amount of resources they listed, including a healthy number of publications (available in PDF format, or by ordering hard copies). They also give access to standards, assessments, and professional development ideas that they have partnered on with several states. They also give access to several of their professional development PowerPoint presentations.
I was surprised to see the inclusion of creativity and innovation in the framework. I think these get overlooked in today's high-stakes testing educational philosophy. I feel as if we spend so much time getting students ready for a one-size-fits-all standardized test that we do not have time to allow much creativity and innovation from students, let alone to teach it. This is not to say that we have tried to stifle creativity, only that it is has become harder to encourage it when everyone must complete the same test in the same way.
I was also surprised to see the inclusion of initiative and self-direction (and really the whole life and career skills section) in the framework, for many of the same reasons as the creativity framework. Again, it often feels that we are required to spoon feed a certain amount of information to our students so they can spit it back out on the test. Teaching initiative and self-direction is a very important skill, but it takes time. And time is always at a premium. Some students will pick up on it quickly, but those who do not can quickly fall behind.
I cannot say that I disagreed with any of the posted framework on the site. I would have liked to see technology integration and skill development play a slightly larger role in the framework, I suppose. Teaching the core subjects is important of course, but without a true integration of technology in them, I still feel that our students will lack what they need to know in the workplace.
The implications for my students is the fact that they must face a ever changing, more difficult future with as many skills as I can help them develop. Unlike in generations past, students today must gain new global skills such as learning new languages, technology skills, and working collaboratively with people from all over the world. For me as a contemporary teacher, it means that I must integrate many of these skills within the core subjects. Life skills, and even technology skills, are no longer skills that I can develop outside of the core subject areas. There just is not enough time. Instead I must seek a way to integrate them into all areas of school. That will be the only way to prepare my students for the future.
I was surprised to see the inclusion of creativity and innovation in the framework. I think these get overlooked in today's high-stakes testing educational philosophy. I feel as if we spend so much time getting students ready for a one-size-fits-all standardized test that we do not have time to allow much creativity and innovation from students, let alone to teach it. This is not to say that we have tried to stifle creativity, only that it is has become harder to encourage it when everyone must complete the same test in the same way.
I was also surprised to see the inclusion of initiative and self-direction (and really the whole life and career skills section) in the framework, for many of the same reasons as the creativity framework. Again, it often feels that we are required to spoon feed a certain amount of information to our students so they can spit it back out on the test. Teaching initiative and self-direction is a very important skill, but it takes time. And time is always at a premium. Some students will pick up on it quickly, but those who do not can quickly fall behind.
I cannot say that I disagreed with any of the posted framework on the site. I would have liked to see technology integration and skill development play a slightly larger role in the framework, I suppose. Teaching the core subjects is important of course, but without a true integration of technology in them, I still feel that our students will lack what they need to know in the workplace.
The implications for my students is the fact that they must face a ever changing, more difficult future with as many skills as I can help them develop. Unlike in generations past, students today must gain new global skills such as learning new languages, technology skills, and working collaboratively with people from all over the world. For me as a contemporary teacher, it means that I must integrate many of these skills within the core subjects. Life skills, and even technology skills, are no longer skills that I can develop outside of the core subject areas. There just is not enough time. Instead I must seek a way to integrate them into all areas of school. That will be the only way to prepare my students for the future.
Tuesday, January 13, 2009
Utilizing Blogs in the Classroom (Application 2 for EDUC 6710)
Using blogs in the classroom can be a very beneficial activity. I teach in a self-contained classroom for students age 8-12 (give or take a year). My students have severe cognitive and physical and/or health impairments. I work with my students on communication skills, self-care skills, work routines, and even play skills. Given the physical and cognitive limitations many see in my students, the idea of a blog in the classroom may not seem all that beneficial. However, the use of a blog in my classroom is still a great idea. Helping my students post pictures, stories of field trips, and works of art to the blog will allow their families to be involved in what is going on. It also gives my students the chance to take pride in what they have done. They can spend some time with their families viewing the blog at home. Those students who are able to communicate through the use of an augmentative device or through picture cards can explain to the families what they are looking at. Most of all, it allows them the chance to participate and use technology like everyone else.
Saturday, January 10, 2009
Integrating Technology into the Classroom
This is my first post for my blog that I will be using for my Integrating Technology into the Classroom Master's Class. I look forward to the process.
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