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.
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