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.
Subscribe to:
Comments (Atom)