As I approach the close of this very interesting course, Integrating Technology Across Content Areas at Walden University, I am compelled to reflect on the GAME Plan process that I embarked on seven weeks ago (Cennamo, Ross & Ertmer, 2009). As I reflect on what I have learned, and how my new learning has affected my ability to effectively and appropriately integrate technology in the content areas that I teach, I have become a more effective teacher. Having examined the National Education Standards for Teachers (NETS-T), I have strengthened my confidence and proficiency as I seamlessly integrate technology into my content area instruction. I have developed technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. In addition, I have learned to address the diverse needs of all my students by using learner-centered strategies, and providing equitable access to appropriate digital tools and resources. It was through the plan of developing, implementing, monitoring, and evaluating my personal GAME Plan, that I was able to achieve my objectives (Cennamo, Ross & Ertmer, 2009).
I have gained numerous insights that will help me to adequately prepare students for the 21st century, to not only integrate technology in my classroom, but also engage students’ learning, and enhance the learning environment. I have also learned ways of improving classroom practice to expand students’ learning capabilities, and develop a supportive, professional learning community, while exploring methods for supporting the needs of diverse students. Additionally, I have incorporated technology in the design of learning experiences and lessons that support students’ self-directed learning (Cennamo, Ross & Ertmer, 2009). I have been developing, supporting and scaffolding student learning in a technology-enriched learning environment through my actions that I have taken before, during and after my lessons. I have also learned how to plan and manage classroom activities to ensure all students access technology resources (Cennamo, Ross & Ertmer, 2009).
I have learned how to develop authentic learning and creative thinking activities to help students explore, understand, and apply content knowledge. According to the CAST website, Universal Design for Learning (UDL) can be designed and implemented for students with diverse learning styles, preferences, abilities, and motivation (Cennamo, Ross & Ertmer, 2009). Therefore, I have been carefully examining my instructions to meet the needs of diverse learners. I have employed the methods of UDL to maximize opportunities for every student to learn content by integrating the use of assistive technologies. I have also utilized local, regional and state organizational websites that have enabled me to increase my knowledge and confidence in using Assistive Technologies (Laureate Education, Inc., 2010). In addition, I have gained insights on how best to collaborate with colleagues and parents.
Reflection will be a regular part of my monitoring process, as I have learned that when you reflect, as a teacher, you are able to inform further planning and instructions. Additionally, reflection gives me the opportunity to monitor how well students are meeting their learning goals. I have also increased my knowledge on how best to evaluate and assess students. Most importantly, I have learned to constantly assess my learning environment, using formative and summative assessments, to examine if students achieve desired goals. I have adjusted my instructions based on how much access to technology students have outside the classroom. I have also begun evaluating my learning styles and instructions, and making necessary changes, based on the diverse needs of my students, while measuring my instructions with students’ learning goals. Developing my GAME Plan was a thoughtful process, which I found to be time consuming, but rewarding.
I have integrated a wide range of technology tools in my content area because of my learning from this course. The GAME Plan has been beneficial to me, as well as my students. My students can achieve desired goals by setting, monitoring, modifying and evaluating their goals. Hence, I am now able to assist students in developing their own GAME Plans, as I develop instructions that will have students engaged in technology-aided activities, geared towards problem-based learning, social and educational networking or online collaboration, and digital storytelling.
I have had the privilege of implementing my GAME Plan when I created a unit plan that had lessons focused on problem-based learning, social and educational networking or online collaboration, and digital storytelling. I have integrated a number of technology tools to enhance students’ participation, interaction and learning. Overall, the wealth of knowledge and insights gained has afforded me the privilege to become a more effective teacher who is adequately equipped to help students develop 21st century skills.
References
Cast. (1999-2011). Transforming Education through Universal Design for Learning. Retrieved on January 17, 2012 from http://www.cast.org/
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved on January 13, 2012 from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
Laureate Education, Inc. (Producer). (2010). Program 5: Meeting student’s needs with technology, part 2 [DVD]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.
Friday, February 17, 2012
Wednesday, January 25, 2012
Week 4 – Monitoring My GAME Plan Progress
As I take action to achieve my learning goals, I have to monitor whether I am making sufficient progress toward my goals, and reflect on whether the strategies I have chosen are working (Cennamo, Ross & Ertmer, 2009). It is important, at this stage, to decide whether I need to modify my action plan, and how I go about the modifications. In reflecting on what actions I have taken so far, I have concluded that I have been making good strides in achieving my objectives set out in my plan. Fortunately, I have computers in my classroom for the students, in addition to a projector, because of the nature of my subject. The challenge is how much access the students have outside my classroom. I have started talking and interviewing parents, other colleagues and other classmates to gather information on each student, in order to explore methods to meet their diverse needs. Additionally, I have gained knowledge about students’ technology use outside the classroom, through the interviews. I have also begun evaluating my learning styles and instruction based on the information collected, in addition to measuring my instructions with students’ learning goals.
My students have created wiki assignments, which allowed them to pursue their individual curiosities, and become active participants in setting their own educational goals. Hence, I was able to engage in formative and summative assessment, as I monitor classroom progress. My classroom blog has been an interesting spot for my students, as most of them are actively engaging in reflection, and being expressive about their learning. Additionally, observing students has always been a practice of mine, and I will continue to monitor my students through observation and field notes. I have been periodically questioning myself to ascertain how best to improve and adjust my teaching instructions. To develop a supportive, professional, and technology-enriched learning environment that encourages students to manage their learning, I will continue to engage in professional learning communities that will strengthen my confidence and proficiency.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
My students have created wiki assignments, which allowed them to pursue their individual curiosities, and become active participants in setting their own educational goals. Hence, I was able to engage in formative and summative assessment, as I monitor classroom progress. My classroom blog has been an interesting spot for my students, as most of them are actively engaging in reflection, and being expressive about their learning. Additionally, observing students has always been a practice of mine, and I will continue to monitor my students through observation and field notes. I have been periodically questioning myself to ascertain how best to improve and adjust my teaching instructions. To develop a supportive, professional, and technology-enriched learning environment that encourages students to manage their learning, I will continue to engage in professional learning communities that will strengthen my confidence and proficiency.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Wednesday, January 18, 2012
Week 3 - Resources and Carrying out my GAME Plan
I would like to continue to strengthen my confidence and proficiency as I seamlessly integrate technology into my content area instruction. Having identified two standards for improvement from the National Technology Standards for Teachers (NETS-T), I have adequately prepared myself to take up the challenge in developing my plan, and my competency. The two standards are to develop technology-enriched learning environments that enable all students to pursue their individual curiosities, and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress, and secondly to address the diverse needs of all learners by using learner-centered strategies, and providing equitable access to appropriate digital tools and resources.
The use of data from multiple measures and resources to personalize student-learning activities will greatly assist me in carrying out my GAME Plan (Cennamo, Ross & Ertmer, 2009). According to the CAST website, Universal Design for Learning (UDL) is a set of principles for curriculum development that gives all individuals equal opportunities to learn, and provides flexible approaches that can be customized, and adjusted for individual needs. Additionally, I would have to use a broad range of technology resources to adapt instruction to different learning needs and ability levels, while supporting second language learners. Moreover, I would select and use assistive technologies to enable all students, to get involved in the learning process (Cennamo, Ross & Ertmer, 2009). The specific resources needed to carry out my plan would be to tap into the CAST website, which would assist me in customizing and personalizing learning for my students. This site will not only help with professional development, but will also provide learning tools, and research and development. I can get help in designing lessons or units of study to meet the diverse learning challenges, skills and background of students, while learning the knowledge, skills, strategies, and tools to maximize learning opportunities for all students.
I will also utilize local, regional and state organizational websites that will enable me to increase my knowledge and confidence in using Assistive Technologies (Laureate Education, Inc., 2010). Hence, I will explore all the assistive tools available, such as visual considerations, language application, voice recognition systems, organizational software, and tools on Microsoft Word, Spreadsheet, and the Internet (Laureate Education, Inc., 2010). Additionally, I would like to attend conferences and trainings to prepare me to use the technology required for implementation in my classroom. I have sought the advice of my colleagues in selecting appropriate technology tools and resources suitable for the curriculum, not only for implementation, but also for monitoring and assessment purposes. Interestingly, my school had parent-teacher consultations just last week, which gave me the opportunity to talk with parents, and gather information on the students’ background, especially those with special needs. This information has made it easier for me to integrate technology into my instruction to meet the needs of all my students.
References
Cast. (1999-2011). Transforming Education through Universal Design for Learning. Retrieved on January 17, 2012 from http://www.cast.org/
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved on January 13, 2012 from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
Laureate Education, Inc. (Producer). (2010). Program 5: Meeting student’s needs with technology, part 2 [DVD]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.
The use of data from multiple measures and resources to personalize student-learning activities will greatly assist me in carrying out my GAME Plan (Cennamo, Ross & Ertmer, 2009). According to the CAST website, Universal Design for Learning (UDL) is a set of principles for curriculum development that gives all individuals equal opportunities to learn, and provides flexible approaches that can be customized, and adjusted for individual needs. Additionally, I would have to use a broad range of technology resources to adapt instruction to different learning needs and ability levels, while supporting second language learners. Moreover, I would select and use assistive technologies to enable all students, to get involved in the learning process (Cennamo, Ross & Ertmer, 2009). The specific resources needed to carry out my plan would be to tap into the CAST website, which would assist me in customizing and personalizing learning for my students. This site will not only help with professional development, but will also provide learning tools, and research and development. I can get help in designing lessons or units of study to meet the diverse learning challenges, skills and background of students, while learning the knowledge, skills, strategies, and tools to maximize learning opportunities for all students.
I will also utilize local, regional and state organizational websites that will enable me to increase my knowledge and confidence in using Assistive Technologies (Laureate Education, Inc., 2010). Hence, I will explore all the assistive tools available, such as visual considerations, language application, voice recognition systems, organizational software, and tools on Microsoft Word, Spreadsheet, and the Internet (Laureate Education, Inc., 2010). Additionally, I would like to attend conferences and trainings to prepare me to use the technology required for implementation in my classroom. I have sought the advice of my colleagues in selecting appropriate technology tools and resources suitable for the curriculum, not only for implementation, but also for monitoring and assessment purposes. Interestingly, my school had parent-teacher consultations just last week, which gave me the opportunity to talk with parents, and gather information on the students’ background, especially those with special needs. This information has made it easier for me to integrate technology into my instruction to meet the needs of all my students.
References
Cast. (1999-2011). Transforming Education through Universal Design for Learning. Retrieved on January 17, 2012 from http://www.cast.org/
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved on January 13, 2012 from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
Laureate Education, Inc. (Producer). (2010). Program 5: Meeting student’s needs with technology, part 2 [DVD]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.
Saturday, January 14, 2012
My Personal GAME Plan
As an educator, I will continue to strengthen my confidence and proficiency as I explore strategies for seamlessly integrating technology into my content area instruction. With this in mind, the onus is on me to adequately prepare students for the 21st century, to not only integrate technology in my classroom, but also engage students’ learning, and enhance the learning environment. Knowledge increases every day, and as a teacher, I must seek ways of improving on classroom practices to expand student’s learning capabilities and develop a supportive, professional learning community.
Therefore, I have visited the International Society for Technology in Education (ISTE) website, and have examined the National Education Standards for Teacher (NETS-T). Having gone through the standards, I am not as confident or proficient in some areas, as I would like, and will develop a plan to develop my competency. The areas I would like to strengthen my confidence and proficiency are: Indicator 2b – To develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress, and Indicator 4b – To address the diverse needs of all learners by using learner-centered strategies, and providing equitable access to appropriate digital tools and resources. To assist me with this process, I have adopted the plan of developing, implementing, monitoring, and evaluating my personal GAME plan (Cennamo, Ross & Ertmer, 2009), which I will implement.
GOAL: In order for me to develop technology-enriched learning environments, I would have to incorporate technology in the design of learning experiences and lessons that support students’ self-directed learning (Cennamo, Ross, Ertmer, 2009). Additionally, I would develop, support, and scaffold student learning in a technology-enriched learning environment through actions taken before, during and after the lesson. Secondly, understanding my students would be of paramount importance, so that I am able to explore methods for supporting their diverse needs. In addition, in designing my lessons, I have to plan and manage classroom activities to ensure all students have access to technology resources (Cennamo, Ross, Ertmer, 2009).
ACTION: I will have to work collaboratively with my colleagues in gathering information on students, particularly, their background and how best they learn. Likewise, I will have to talk with parents and students on their technology use outside of the classroom. I will also observe the students in different environments to have a better understanding of how to design and develop technology-enriching learning environments that meet the needs of each student. I will also evaluate my learning styles and instruction based on the information collected. I have to focus on the differentiated instructions geared towards differentiated learning styles of the students, while incorporating technology. My overall objective would be to design and arrange experiences that help students meet their learning goals.
MONITOR: Reflection will be an integral part of my monitoring process for classroom practice. I will monitor my classroom progress by measuring my desired goals against my accomplishments. Students will have an opportunity to monitor how well they are meeting their learning goals. I also plan to create formative and summative assessments that will allow students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. My students and I will reflect on their performances in a formal assessment, and reflect in action on the day-to-day activities in the classroom (Cennamo, Ross & Ertmer, 2009). Based on my reflection, I will make assessments that will further inform my instructions. In addition, I will also question the students and parents to find out how often the students have access to technology outside the classroom, so that I can tailor my instructions to suit each student.
EVALUATE and EXTEND: According to Cennamo, Ross and Ertmer (2009), evaluation is the key to determining how successful your instructions have been. I will focus on whether or not students experienced a learner-centered classroom. Additionally, I will make field notes, while observing the students, and I will seek to find out from my students the frequency in technology access outside of the classroom, to better prepare my instructions that will meet the growing technological demands of society. In addition, I will periodically question myself to ascertain if my lesson was good, and what should be done differently in the future. Most importantly, I will assess my learning environment to examine if students achieved the desired goals.
Implementing the GAME Plan is an excellent way of strengthening my confidence and proficiency to develop a supportive, professional, and technology-enriched learning environment that encourages students to manage their learning. Four important practices, as mentioned by Prensky (2008) are to give students the opportunity to use technology in school, find out what they want to be taught, connect students to the world, and find out where in the future students are going and help them get there.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved on January 13, 2012 from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40–45. Retrieved on January 14, 2012 from the Academic Search Complete database.
Therefore, I have visited the International Society for Technology in Education (ISTE) website, and have examined the National Education Standards for Teacher (NETS-T). Having gone through the standards, I am not as confident or proficient in some areas, as I would like, and will develop a plan to develop my competency. The areas I would like to strengthen my confidence and proficiency are: Indicator 2b – To develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress, and Indicator 4b – To address the diverse needs of all learners by using learner-centered strategies, and providing equitable access to appropriate digital tools and resources. To assist me with this process, I have adopted the plan of developing, implementing, monitoring, and evaluating my personal GAME plan (Cennamo, Ross & Ertmer, 2009), which I will implement.
GOAL: In order for me to develop technology-enriched learning environments, I would have to incorporate technology in the design of learning experiences and lessons that support students’ self-directed learning (Cennamo, Ross, Ertmer, 2009). Additionally, I would develop, support, and scaffold student learning in a technology-enriched learning environment through actions taken before, during and after the lesson. Secondly, understanding my students would be of paramount importance, so that I am able to explore methods for supporting their diverse needs. In addition, in designing my lessons, I have to plan and manage classroom activities to ensure all students have access to technology resources (Cennamo, Ross, Ertmer, 2009).
ACTION: I will have to work collaboratively with my colleagues in gathering information on students, particularly, their background and how best they learn. Likewise, I will have to talk with parents and students on their technology use outside of the classroom. I will also observe the students in different environments to have a better understanding of how to design and develop technology-enriching learning environments that meet the needs of each student. I will also evaluate my learning styles and instruction based on the information collected. I have to focus on the differentiated instructions geared towards differentiated learning styles of the students, while incorporating technology. My overall objective would be to design and arrange experiences that help students meet their learning goals.
MONITOR: Reflection will be an integral part of my monitoring process for classroom practice. I will monitor my classroom progress by measuring my desired goals against my accomplishments. Students will have an opportunity to monitor how well they are meeting their learning goals. I also plan to create formative and summative assessments that will allow students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. My students and I will reflect on their performances in a formal assessment, and reflect in action on the day-to-day activities in the classroom (Cennamo, Ross & Ertmer, 2009). Based on my reflection, I will make assessments that will further inform my instructions. In addition, I will also question the students and parents to find out how often the students have access to technology outside the classroom, so that I can tailor my instructions to suit each student.
EVALUATE and EXTEND: According to Cennamo, Ross and Ertmer (2009), evaluation is the key to determining how successful your instructions have been. I will focus on whether or not students experienced a learner-centered classroom. Additionally, I will make field notes, while observing the students, and I will seek to find out from my students the frequency in technology access outside of the classroom, to better prepare my instructions that will meet the growing technological demands of society. In addition, I will periodically question myself to ascertain if my lesson was good, and what should be done differently in the future. Most importantly, I will assess my learning environment to examine if students achieved the desired goals.
Implementing the GAME Plan is an excellent way of strengthening my confidence and proficiency to develop a supportive, professional, and technology-enriched learning environment that encourages students to manage their learning. Four important practices, as mentioned by Prensky (2008) are to give students the opportunity to use technology in school, find out what they want to be taught, connect students to the world, and find out where in the future students are going and help them get there.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved on January 13, 2012 from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40–45. Retrieved on January 14, 2012 from the Academic Search Complete database.
Thursday, August 11, 2011
Final Reflection
I have expanded my learning as it relates to learning theories and have realized that my personal theory is not far off from those discussed in this course. The aim is to know your students and select theories that are student centered, rather than teacher centered. It was my personal theory to incorporate theories depending on the students’ culture, linguistic and socioeconomic background. I also believe that students are visual, verbal, reading/writing or kinesthetic learners, hence their learning styles. With this in mind, instructional strategies have to be implemented to cater to the needs of all learners. The fact that I still hold this view does not change the fact that there are many learning theories that need to be incorporated in our classrooms. Our classrooms are changing every day and technology has affected our classrooms positively. Therefore, educators need to use a variety of learning theories that are applicable to the lesson, students, and students’ learning styles. In addition, I am more confident in my use of technology tools, and it has become clearer to me that technology in the classroom is the way forward. Technology has enhanced my classroom in many ways, and both students and I are realizing its importance in the classroom.
My instructional practice will change to accommodate more technology integration based on the depth of knowledge gained in this course. Students are digital natives, and it is incumbent on teachers to combine several technology tools that will not only have students engaged in meaningful learning, while having fun. There are a number of technology tools that I will use in my classroom that will support and enhance students’ learning. My repertoire of instructional skills has expanded to include many technology tools, such as classroom blogs, wikis, podcasts, concept mapping and voice thread.
The use of technology tools in my classroom has taken a new shift as I seldom use technology as an instructional technology tool, but rather as a learning technology tool. I have chosen three technology tools that I have implemented in my classroom that I believe will support or enhance students’ learning. I think that students need to be engaged at all times and the use of wiki, classroom blog and voice thread are excellent ways of incorporating technology, and creating student centered classrooms. It should be at the forefront of our minds that we should be facilitators in the classroom, and encourage students to be responsible for their learning. The use of classroom blogs, wikis, and voice thread will allow students to collaborate and interact in and outside the classroom. Students will have an opportunity to be expressive in many ways, and will give them a chance to communicate in ways they would not normally do in a teacher led discussion. These tools encourage greater involvement of student participation and group interaction, which encourages a student centered approach to learning.
Two long term goal changes that I would like to make to my instructional practice regarding technology integration is incorporating a two year classroom blog, and a voice thread for my grades 10 and 11 students . These two grades carry a two-year curriculum and I thought it would only be fitting to engage students in a classroom blog, so that even when school is out, teacher and students can collaborate and communicate. I can also post questions that will generate discussions where students will learn and be excited. Blogs will also allow me to post homework activities that students will be able to view and comment. Parents will also be able to visit the blog and give their input. The intention of the blog is to have everyone involved, and build a small community within the class.
The use of voice thread, I believe, is also to build a community that would not only incorporate students, but parents and experts in the field. The voice thread will be used so that students can share their thoughts on different topics, and will give me an opportunity to understand how some students communicate and relate. Some students will not want to talk out in class, so this is a good chance for them to integrate in a more comfortable way. Voice thread can be an interesting tool that teachers can implement when teaching a topic that is not as easy as others are. Students can do their research and give feedback on the voice thread. I see where I can build different voice threads using different topics. At the end of each lesson, students in groups, can start their own voice thread and discuss the lesson topic, while the teacher can create the topic and allow students to add to it. Students will also be required to do their personal research so that they are able to respond to the voice thread. This will be a continuous exercise for the students. These two technology tools can be used in and outside the classroom, depending on how the teacher directs the integration. Cooperative learning has always been part of my lessons, and I believe with the use of technology, students who were hesitant in engaging in group discussion, will find it more interesting, and even entertaining.
As much as I teach Information Technology to high school students, I was of the impression that I was doing a great job because, for the most part, students were always on the computer. This course has opened up my eyes to a wide range of technology tools that will be beneficial to both teacher and students. The knowledge gained, in regards to learning theories and technology tools, has not only made me a more efficient and competent teacher, but it has brought a completely new meaning to my classroom.
My instructional practice will change to accommodate more technology integration based on the depth of knowledge gained in this course. Students are digital natives, and it is incumbent on teachers to combine several technology tools that will not only have students engaged in meaningful learning, while having fun. There are a number of technology tools that I will use in my classroom that will support and enhance students’ learning. My repertoire of instructional skills has expanded to include many technology tools, such as classroom blogs, wikis, podcasts, concept mapping and voice thread.
The use of technology tools in my classroom has taken a new shift as I seldom use technology as an instructional technology tool, but rather as a learning technology tool. I have chosen three technology tools that I have implemented in my classroom that I believe will support or enhance students’ learning. I think that students need to be engaged at all times and the use of wiki, classroom blog and voice thread are excellent ways of incorporating technology, and creating student centered classrooms. It should be at the forefront of our minds that we should be facilitators in the classroom, and encourage students to be responsible for their learning. The use of classroom blogs, wikis, and voice thread will allow students to collaborate and interact in and outside the classroom. Students will have an opportunity to be expressive in many ways, and will give them a chance to communicate in ways they would not normally do in a teacher led discussion. These tools encourage greater involvement of student participation and group interaction, which encourages a student centered approach to learning.
Two long term goal changes that I would like to make to my instructional practice regarding technology integration is incorporating a two year classroom blog, and a voice thread for my grades 10 and 11 students . These two grades carry a two-year curriculum and I thought it would only be fitting to engage students in a classroom blog, so that even when school is out, teacher and students can collaborate and communicate. I can also post questions that will generate discussions where students will learn and be excited. Blogs will also allow me to post homework activities that students will be able to view and comment. Parents will also be able to visit the blog and give their input. The intention of the blog is to have everyone involved, and build a small community within the class.
The use of voice thread, I believe, is also to build a community that would not only incorporate students, but parents and experts in the field. The voice thread will be used so that students can share their thoughts on different topics, and will give me an opportunity to understand how some students communicate and relate. Some students will not want to talk out in class, so this is a good chance for them to integrate in a more comfortable way. Voice thread can be an interesting tool that teachers can implement when teaching a topic that is not as easy as others are. Students can do their research and give feedback on the voice thread. I see where I can build different voice threads using different topics. At the end of each lesson, students in groups, can start their own voice thread and discuss the lesson topic, while the teacher can create the topic and allow students to add to it. Students will also be required to do their personal research so that they are able to respond to the voice thread. This will be a continuous exercise for the students. These two technology tools can be used in and outside the classroom, depending on how the teacher directs the integration. Cooperative learning has always been part of my lessons, and I believe with the use of technology, students who were hesitant in engaging in group discussion, will find it more interesting, and even entertaining.
As much as I teach Information Technology to high school students, I was of the impression that I was doing a great job because, for the most part, students were always on the computer. This course has opened up my eyes to a wide range of technology tools that will be beneficial to both teacher and students. The knowledge gained, in regards to learning theories and technology tools, has not only made me a more efficient and competent teacher, but it has brought a completely new meaning to my classroom.
Sunday, July 31, 2011
Voice Thread---Very interesting
Voice Thread is a powerful technology tool that allows both teacher and students to be creative while having fun. This tool can bring people from all over the world in one place, sharing one common goal. It can be used by anyone and is a good way for discussing images, videos and photos.
Take a look at my Voice Thread as I discuss the problem of overcrowded classrooms. Do feel free to post your comments.
Take a look at my Voice Thread as I discuss the problem of overcrowded classrooms. Do feel free to post your comments.
Wednesday, July 27, 2011
Connectivism and Social Learning in Practice
Social learning theory involves the entire classroom environment, and ways in which students relate and interact with each other. It is important for teachers to create a classroom atmosphere that is conducive to learning. Orey (Laureate Education, Inc., 2008) explains that, it is conversations that cement students’ understanding of content knowledge. He also mentioned that students should not only be engaged in constructing something, but doing it together, while talking about it with each other. A very important construct in the social domain is collaborative
and cooperative learning. Moreover, students have an opportunity of working together to build something, where knowledge can be strengthened.
Cooperative learning is an instructional strategy that embeds technology. Students enjoy working together in a safe and comfortable classroom environment. Hence, when they are engaged in productive social networking, they are enjoying the lesson, and learning at the same time. Cooperative learning is an excellent way of getting students to work in a network, as characterized by social learning theory. Students, as young as you can think, are already engaged in social networking. Therefore, if teachers can capitalize on this and implement networking that is educational and fun, students will work collaboratively in a comfortable environment. It was Orey (Laureate Education, Inc., 2008) who suggested that one of the best ways of learning content is by teaching others, which will help the learner develop a deeper understanding of the content.
According to Pitler, Hubbell, Kuhn & Malenoski (2007), to have students prepared for the virtual workplace, they will need to learn and produce cooperatively. Working as a team is always encouraged, and so much can be learned through interaction. In addition, ideas and experiences can also influence how students learn. Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, and allowing members of groups to communicate even if they are not working face to face (Pitler et al, 2007). There are technology tools that can facilitate cooperative learning, such as multimedia, web resources and communication software. With the use of technology tools, students are now able to collaborate across the globe through the web. Likewise, students can now collaborate without the constraints of time and geography. The focus of cooperative learning is to have students interact in ways that enhances learning.
References:
Laureate Education, Inc. (Executive Producer). (2008). Social Learning Theories. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
and cooperative learning. Moreover, students have an opportunity of working together to build something, where knowledge can be strengthened.
Cooperative learning is an instructional strategy that embeds technology. Students enjoy working together in a safe and comfortable classroom environment. Hence, when they are engaged in productive social networking, they are enjoying the lesson, and learning at the same time. Cooperative learning is an excellent way of getting students to work in a network, as characterized by social learning theory. Students, as young as you can think, are already engaged in social networking. Therefore, if teachers can capitalize on this and implement networking that is educational and fun, students will work collaboratively in a comfortable environment. It was Orey (Laureate Education, Inc., 2008) who suggested that one of the best ways of learning content is by teaching others, which will help the learner develop a deeper understanding of the content.
According to Pitler, Hubbell, Kuhn & Malenoski (2007), to have students prepared for the virtual workplace, they will need to learn and produce cooperatively. Working as a team is always encouraged, and so much can be learned through interaction. In addition, ideas and experiences can also influence how students learn. Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, and allowing members of groups to communicate even if they are not working face to face (Pitler et al, 2007). There are technology tools that can facilitate cooperative learning, such as multimedia, web resources and communication software. With the use of technology tools, students are now able to collaborate across the globe through the web. Likewise, students can now collaborate without the constraints of time and geography. The focus of cooperative learning is to have students interact in ways that enhances learning.
References:
Laureate Education, Inc. (Executive Producer). (2008). Social Learning Theories. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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