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.
