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
Wednesday, December 16, 2009
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.
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