Reflection

This game plan that I have developed has given me structure and direction as I make and follow through with my goals. The goals that I have had during the last few weeks are to inspire student learning and creativity and to design and develop digital-age learning experiences and assessments. By following my GAME plan I have been able to collaborate with other educators and work closely with my grade level team. Working with a group takes a lot of the pressure off and does not lead to an overwhelming process.
The impact that my learning has had on my instructional practice is that I am able to evaluate my goals as I work to towards meeting them. I am able to align my GAME plan with my standards and objectives.
Some of the adjustments I will make to my instructional practice are to include more technology. It is possible to use technology across the curriculum. This has become more evident to me throughout this course. I will incorporate digital storytelling in all subject areas. I will have my students work in groups to begin with and then eventually individually. They will hopefully learn what they need to from their group and then be able to branch out and work by themselves.

Using the GAME Plan Process with Students

Over the last few weeks using a GAME plan has given my classroom structure and guidance. My students can benefit from a daily GAME plan in many ways. It allows both the teacher and the students to stay on track with an outline and set times to follow.

I will use what I have learned in my GAME plan process with my students. The NETS-S technology standards are creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving, decision making, digital citizenship, technology operations, and concepts. These are skills that can benefit children of all ages and ones in which children should be actively working towards.

One way I will use a GAME plan is for student self-directed learning. Here they will have the goals, actions, monitoring, and evaluation on what they are learning in an authentic setting.

Another way I will use a GAME plan is for data-bases decision-making. This goes hand in hand with the Universal design for learning (UDL). This way, teachers can be flexible when using assessments.

The last way I would use a GAME plan with my students is when integrating technology into my math lessons. Here is another way students can utilize the computer for authentic learning experiences. Students can take all the parts of the NETS-S in order to engage in meaningful learning.

Revising my GAME plan

During this process I have learned to collaborate with my peers. By collaborating with my colleagues I am able to apply what I learn to my instructional practice.
The goal that I am still working on is to design and develop digital-age learning experience and assessments. This is a goal that is a work in progress. I have begun to implement digital-age learning experiences but the second half of that which is dealing with digital learning assessments is one that will require some time and commitment with my grade level team.
Based on the NETS-T a new learning goal that I have set for myself is teaching my students to think critically, problem solve, and make decisions. This is a skill that many students in elementary school and even through high school lack and it is necessary for being successful in life.
In order to improve my learning the next time I will communicate better with those around me and gain knowledge from those who can help me attain my goals. I will research collaboratively and continue to look for opportunities that benefit my students.

Evaluating Your GAME Plan Progress

The actions that I have taken in order to meet my goals has been a process that is taking quite a bit of time. It is easy to think of new and different ways to enhance my classroom and instruction but thinking and doing are two different things. My goals were to inspire student learning and creativity, and design and develop digital-age learning experiences and assessments.

Although inspiring student learning and creativity is the quicker of the two, both require an extensive amount of planning and preparation. I have learned that incorporating technology into my plans takes a large amount of time. Between meetings, responsibilities, and teaching there is not a lot of time left over in the day to include things that I would like.

However, technology tools that I have slowly started to incorporate have made a difference and allow the students to think in a new and different way. Technology definitely holds their attention and engagement.

One thing that I need to learn is where to find appropriate educational resources. A lot of time can be wasted on the Internet while looking for helpful things. Many sites are not applicable and don’t always offer what I have in mind. Therefore, I find myself giving up or getting frustrated when I don’t see what I would like to use.

This plan can be adjusted to fit my current needs by including parent involvement. I teach in a low income school where students struggle to be self sufficient. If they were able to use technology in small groups with a parent, myself, or volunteer facilitating each group I think there would be greater success.

Monitoring My Game Plan

As I monitor the progress I have made on my GAME plan I am finding a lot of information that is valuable as I try to carry out the goals that I have set for myself. I am consulting the Internet, books, peers, and our technology facilitator.

At this point I am very satisfied with my action plan. So far I have learned a lot about alterative assessments for student learning. I have researched and studied performance-based assessments, project-based, and opened ended response formats. I have learned about many ways I can incorporate technology in order to assess student learning.

The questions that have arisen are when and where do I find the time to create so many new assessments for my students that involve technology? Most of my text books and programs come with ready made assessments. For many subject areas, my county has gone to the bubble sheet format. All tests and exams are sent out to be scored. Our reading program is non negotiable and there is no leeway in this area. I feel completely trapped from being able to use technology and creativity. If I was able to integrate technology through assessment where do most teachers find the time to recreate this type of information?

Carrying out the GAME Plan

In order to carry out my plan, I must research ways that I can integrate technology into my lesson plans. I must remember that technology is not the goal but that it is used to support the skills and benchmarks that I am teaching. I need to collaborate with my grade level team so that we may work together towards the same goal. The learning strategies I will be using are integrating technology into my lessons and assessments for students using the technology.

The additional information that I will need is to talk to my school technology facilitator. I will need to consult this person so that I learn about the technology tools that I will be implementing. Some technology tools I am not knowledgeable about and I want to feel comfortable utilizing them before I bring them into the classroom.

A step that I have been able to take is to collaborate with my grade level team. We have started with one subject area and that is science. We have started gathering Internet websites and other online resources that correlate to the unit we are studying and we are beginning to pull activities together that the students will be able to do. Science is one of those subjects that you just can’t read and learn but you must experience and use manipulatives in order to gain better understanding.

Developing Your Personal GAME Plan

The areas where I would like to strengthen my confidence and proficiency are to facilitate and inspire student learning and creativity, and design and develop digital-age learning experiences and assessments. Currently, the majority of our curriculum is direct instruction with scripted lessons that require teachers to teach to the state exam. When the administration is coming into our rooms frequently to monitor that we are teaching each section of the scripted lesson, it leaves little room for creativity.

However, on the occasions where we are able to be creative with our lessons I would integrate technology tools. The goals that I will set to facilitate and inspire student learning and creativity and develop digital-age learning experiences and assessments are to enhance my lessons with technology, solve real-world problems, and collaborate more often as peers.

In order for this to happen, I must look for opportunities where I can integrate technology into some of my lessons. I will set goals by consulting the data that I collect from summative and formative assessments (Cennamo, 2009). By looking at student performance it will guide my decisions for how to best teach my students.
I will monitor my progress by looking at the data and student performance and I will monitor their progress by doing formal and informal assessments based on their achievement.

Lastly, I will evaluate my teaching and extend my learning by checking to see if all standards were assessed and planned correctly. I will work with my grade level team to make sure I am not over looking anything, as well as sharing with my team what worked with my class and what I need to be better prepared with the next time.

Cennamo, K., Ross, J., & Ertmer, P. (2009). 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.

Reflection EDUC 6712

During this course the biggest thing that I have learned is the new literacy skills and their place in our classrooms. The literacy skills are questioning, searching, evaluating, synthesizing, and communicating. The thing that made the most impact on me was that I originally thought of literacy as having to do with reading only. Hearing of these new literacy skills opened my mind to what I can introduce to my students and how it can effect their learning.

The knowledge and experience that I gained in this course will influence my teaching practices. After reading the articles, books, and watching the DVDs I see how vital it is to teach students of any age how to use a computer.

It is extremely important that we teach them how to look for useful websites when gathering information. They must be taught how to spot pages and sites that are untrustworthy. As teachers, we also must show them how to navigate through websites and where they can find credits, authors, and copyrights. Lastly, we must model good use of the Internet to our students so that they will understand the expectations that we have for them when they are in the classroom as well as when they are at home. We as teachers need to prepare our students for their future and not our past (Laureate, 2009).

One professional development goal that I would like to pursue is to work with my grade level team in order to teach these new literacy skills. My team right now is unaware of any of the things that I have been learning in this course. We have not been confronted by these new literacy skills by our district or school. Therefore most teachers are not using them.

In order to accomplish this goal we would have to go through each new literacy skill and study what each one includes. Next we could create lessons using the Internet in order for our students to learn these skills and be successful. Finally, we could come back together are share what worked and what didn’t. We would talk about or strengths and weakness. This way we would be able to learn from our peers and motivate our students to be successful when using to Internet for an academic purpose.

Laureate Education Inc. (2008). “New Literacies.” Baltimore, MD: Laureate Education Inc

Reflection

My personal theory of learning at the beginning of this class was aligned to resemble constructivism. Throughout this course my ideas have remained the same, however, I feel even more strongly about social learning theories. Social interaction is so important when it comes to engaging in conversation with peers and working towards a common goal. Children’s ideas are validated and their self esteem is boosted through working and collaborating as a partnership or group (Laureate, 2008). They build off one another’s ideas while expressing themselves verbally.

One thing that I will immediately adjust in my instructional practice is to use the technology tools for student learning and less for instructional purposes. In the past I have integrated technology into my classroom but I control everything. They watch as spectators and I can never tell if they are getting much from the lesson. Instead, I will put the learning into their hands so that they are able to create artifacts and show ownership in their learning.

One technology tool that I will use with my students is power point. I will have them work with a group to present an artifact. They can use power point for compiling information from a research project or to create a book report. This tool will enhance my student’s learning because they will be able to navigate their way through this technology tool and create something that they can present and show to others.

A second technology tool that I can use with my students is incorporating more educational websites that my students can access in groups in order to acquire their own information. This will support their learning because they will be researching as a group and responsible for contributing to their group. They will not be spoon fed in a situation where the teacher presents all the facts and information. By doing this, they will be responsible for their own learning and they will have to actively participate.

One long term goal that I have is to be more of a facilitator through technology and less of a teacher who controls everything. When it comes to technology I control every aspect of the lesson and the students in my classroom and I need to put the technology tools in their hands after modeling my expectations. A strategy that I can use to accomplish this goal is take steps to give them more freedom when it comes to discussion with their team and problem solving in order to create their artifact.

The second goal I will have is to maintain my classroom website. I want to update it frequently and include activities, websites, and classroom assignments that my students can use from home. In order to do this I must let my students be aware of the changes I make to the site and get them excited about working on projects, assignments, and other websites during their time at home. This is an area where I would need support from parents and student involvement.


Laureate Education Inc. (2008). “Social Learning Theories.” Baltimore, MD: Laureate
Education Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Connectivism and Social Learning in Practice

Cooperative learning is a key component of social learning. Students construct meaning and new knowledge by interacting with others (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Cooperative learning is vital when using technology in the classroom. Students can get affirmation from their peers when they are working together. They bounce ideas off one another and build upon each other’s thinking (Laureate, 2008).

Constructivism as a learning theory correlates with social learning because oftentimes students are creating their own knowledge (Laureate, 2008). They are able to construct ideas and create artifacts together and have questions answered by their peers. When students learn a new concept they are able to teach others around them. Children are using the connectivism theory when they are forming networks through their learning. The more they work together the more concepts they can network. This bridges social and cultural dimensions of learning together (Laureate, 2008).

Students who are working with technology may not always be working side by side one another, rather they may be collaborating and communicating through their learning tools. Children may be working together to create web resources, Web Quests, create web sites, and utilize communication software. Students who are encountering peers from other parts of the United States and other parts of the world are faced with the challenge of understanding their languages and cultures ((Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). This provides them with rich and beneficial networks.

Laureate Education Inc. (2008). “Social Learning Theories.” Baltimore, MD: Laureate Education Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Constructivism in Practice

I found that the strategies for testing hypotheses relates to constructivist/constructionist learning theories. Teachers can help guide their students to make hypotheses through a series of six tasks. They can use system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007).
These tasks correlate to the constructivist/constructionist theory because constructivists believe knowledge is a constructed element resulting from the learning process (Lever-Duffy, J. & McDonald, J. 2008). Students using such skills as investigation, problem solving, experimental inquiry, and decision making are constructing their own knowledge and assimilating and accommodating information into their existing schema. If projects are challenging enough and grade level appropriate students will encounter disequilibrium where they will need to assimilate and accommodate in order to work through their task. According to constructivism, each child is going to learn and experience in their own way in order to grasp a concept. They will have to come to their own decisions and answers based on the knowledge they have constructed.
Once students have their data they are able to use technology to test their hypothesis. They can use spreadsheet software, data collection tools, and put their information in charts and graphs. Using educational technology gives students a concise view of their hypothesis and their answers.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitivism in Practice

Incorporating cues, questions, advance organizers, summarizing, and note taking in the classroom correlates closely to cognitive learning theories. For example, constructivists view learning as an active process where the learner is creating new ideas based on their prior knowledge (Lever-Duffy& McDonald, 2008). Students are creating new ideas when engaging in such activities as advance organizers, and summarizing. They must accommodate and assimilate information and ideas into their schema. Advance organizers help students to maintain their focus when learning (Pitler, 2007). Cues and questions correlate to the behaviorist theory. Students are conditioned by their teacher and when they are given cues and questions, it triggers the child’s memory and gets them thinking (Pitler, 2007).
Virtual field trips and concept mapping relate to the cognitive learning theories because they require students to take in information and create their own learning by exploration. They must actively participate and internalize what they are seeing or reading. Virtual field trips give students an experience that they would most likely not get if it were not for technology in the classroom. These field trips build upon their background knowledge and therefore students are better equipped the next time they are acquiring new information.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

Behaviorist learning theory is described as providing praise and positive reinforcement for good behavior and punishment for negative behavior (Laureate, 2008). When students follow directions and complete a task they are given a reward of either praise, something tangible, or a privilege. However, if they do not comply with what is expected of them they receive negative feedback or punishment.
“The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Students who work hard reap the benefits of a reward and they eventually make the correlation between doing work and being successful in school. Students who put the time and effort into their class work and homework become more proficient in their academics.
Some other strategies that correlate with the principles of behaviorist learning theory are cooperative learning, homework and class practice, incorporating multimedia activities, and summarizing and note taking.

Laureate Education Inc. (2008). “Behaviorist Learning Theory.” Baltimore, MD: Laureate Education Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Reflection

Over the last eight weeks I have encountered a lot of technology that I was unfamiliar with. If it had not been for this course I would not have the 21st Century Skills that I need to teach my students. This course has taught me how to set up and create my own blog. I have learned how to create, use, and manage my own Wiki. I have used podcasting in my classroom which is available for others to access. I have also explored online networks such as Flickr and Twitter. I feel less fearful and more comfortable with technology and therefore I have less anxiety about teaching my students through the use of technology. Learning in this environment is about being able to construct, develop, sustain, and participate in global networks that render time and place less and less relevant (Richardson, 2006). I think that this is true of what our classrooms can become. Learning no longer requires the teacher to stand in the front of the class and lecture but learning can be continual through technology resources where students work in cooperative groups over time to reach an academic goal.
My knowledge of the teaching and learning process has deepened because I see how quickly students can pick up technology. They enjoy it and they produce better quality work through it. They are eager to learn and show their skills to their peers. They work well in cooperative groups where I am the facilitator.
I have definitely changed my perspective from instruction being teacher-centered to learner-centered. This is especially difficult when working with so many veteran teachers. They are comfortable in their teaching style and often have trouble trying something new. However, now more than ever before teachers are taking on the role of a facilitator rather than instructing from the front of the class (Laureate, 2008).
Teachers have become guides that answer questions along the way and steer students in the right direction but no longer are looked at as the main source of information. When there is so much team collaboration in the grade level sometimes it is challenging to stray from what your team is doing. Teaching now is done in the form of group collaboration and less of a straight lecture (Richardson, 2006). I know that students learn better from each other and through exploration. As a teacher, I want to give them as many opportunities as possible for group collaboration.
I can continue to expand my knowledge of learning, teaching, and leading with technology by adding new technology into what I already know. I can take advantage of professional developments and research what other schools are using as far as technology in their schools. I can collaborate with other colleagues to create and plan lessons that teach 21st Century Skills. I can increase student achievement by providing many opportunities for students to grow and learn.
I have two long term goals that I would like to put in place for my classroom environment in the next two years. The first goal is that every student in my classroom has access to their own laptop. There are many schools that can get an inexpensive notebook for each child as part of a grant or other programs. The second goal I have ties in with my first goal. I want my students to complete their assignments through the use of their computers. This can be classroom assignments as well as homework assignments. If they do not have Internet access at home they could come in each morning and upload their work to the proper place online. I plan to accomplish the first goal by contacting the tech person at my school and finding out what the options are for acquiring a classroom set of computers. Since my school is a technology magnet school I think there are various avenues that this can be accomplished. Secondly, after each child receives their personal computer I will set up an area online where we can place all of our classroom activities and assignments.
After looking back at the checklist many of my answers have changed. Since taking this course I am providing my students with many and varied opportunities to use technology resources to support their learning. I have used blogs, wikis and podcasts thus far. I modeled the appropriate integration practices in the classroom and supported many opportunities for student-centered activities. I am doing these activities in my classroom more often than I ever was before. There are still many areas where I need to focus my energy. One of those would be working together with other professionals in order to share best practices in order to grow professionally. Lastly, I would like to model reflective practices that engage students in activities that promote self reflection of their own learning.

Laureate Education Inc. (2008). “Transforming the Classroom with Technology: Part 2.” Baltimore, MD: Laureate Education Inc.

Richardson, W. (2006). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press

Podcast

Partnership for 21st Century Learning

The Partnership for 21st Century Learning website is a thorough site. This site contains a wealth of information. I was not aware that so many states were listed under the state initiative tab. I wondered why those states are listed and others are not and how these states got involved.
However, I was surprised that there is not a place to blog and or communicate with other educators. The only way to contact someone is through a mailing address. This site contains many recent articles from newspapers and other journals. I couldn’t find anything that I disagreed with on this site. It had adequate resources, reputable members, and a concise mission statement. This is a website that is geared more towards teachers and adults. Unfortunately, it does not really apply to students.

http://www.21stcenturyskills.org/

Utilizing Blogs in the Classroom

Although a blog based on showcasing student work would be ideal, I think that I would use my blog for students to interact through content. I would use blogs in my second grade classroom for social studies and science. I believe that this activity would enhance the lesson by allowing students to share their views and ideas, read what others are thinking, and respond according to what they believe. Blogging will also stir up controversy. Each child will not always have the same opinion, therefore, students can express themselves using their words to provide details for their position. Blogging provides an additional way for instruction. It will undoubtedly get the class interested. They will listen more intently so that they may be able to blog effectively.

Alpha Smarts

Incorporating Alpha Smarts into my classroom is a goal that I have for the rest of the 2008-2009 school year. I have a difficult time getting my second grade class to write more than a paragraph on any given subject. They can construct a web with details just fine. However, when it comes to taking those ideas and writing a thoughtful response many get stuck or put something down on paper just to be done. I have used Alpha Smarts in my previous classrooms but I find that it takes up a substantial amount of time. So many students are working on different levels and this is time consuming. My school has bought into so many programs that writing has become more integrated into the other subjects. There isn’t the time available each day for drafting, revising, editing, and publishing. How can I make Alpha Smarts work in my classroom with a limited amount of time? Also, any tips for classroom management while using such a fun piece of technology with small children?