The International Society for Technology in Education (ISTE) has provided educators with a “roadmap for improving learning and teaching.” When reflecting on the 2008 ISTE’s Educational Technology Standards for Teachers, I feel excited, anxious, yet eager. If my goal is to improve learning, I am convinced that technology is the key to unlock the often lackadaisical attitude of my students. They want to use technology. They are comfortable with it. It is simply their way of life. As Prensky (2008) states, “Today’s kids grow up in the light. They are deeply immersed in (technology) long before educators ever see them” (p. 40). So I guess I am excited simply because I want to see my students excited; I am anxious perhaps because I sometimes think I’m at the toddler stage of my technological implementation and comfort level; I am eager because I believe technology is the tool with which teachers and students can construct a more conducive learning environment. With that said, now it is time to put my G.A.M.E. face on and set some GOALS, decide what ACTIONS I want to take to achieve these goals, determine how I will MONITOR my progress, and EVALUATE my learning. When I can enter the world of my students as a confident teacher who utilizes all of the skills of the 21st century, my students and I will both benefit.
My first goal is to tackle the ISTE Indicator 1(b) that suggests teachers “engage students in exploring real-world issues and solving authentic problems using digital tools and resources.” Determining the actions I take to become more proficient in this area depends on how self-directed I am when it comes to learning. Prensky (2008) provides some examples of real-world issues: immigration, adoption, physical fitness, and homelessness to name a few. However, as a believer in making strong, personal connections with my students, I believe I would start with what they feel are real-world problems. My school does not have a lot of immigrants; neither do we have huge problems with homelessness. However, we do have problems with poverty, survival in a single parent family, street gangs, and other. Specific actions would include searching the internet to learn more, interviewing local politicians, and conducting surveys. I would also want to incorporate interactive tools such as ePals so that students could collaborate on their ideas for solving authentic problems. Another idea would be to learn more about various projects that are already in place like The Monster Project or The Flat Earth Project (Laureate Education, Inc., 2009). In order to monitor my progress with this indicator, I would want to consider an audience for my students – who will they present their information to? What will be done with their ideas? Would they present their ideas live or via technology? Finally, in order to evaluate or extend these ideas, I would keep a reflection journal – possibly online by way of blog. By posting the classroom’s experiences online, I can collaborate with other professionals.
My second goal is to learn more about ISTE Indicator 4(b): “address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.” I need to find ways of differentiating my lesson. Currently, I hate to admit it, but I generally teach to the low-middle in my inclusion classes. However, I have some students in there who are capable of much higher work. These are the students who tend to have poor attendance, so they would typically fail a college preparatory class. However, I suspect there is a correlation between the challenges offered at school and their lack of attendance. Technology offers a number of ways to differentiate. Online texts and research capabilities are just a few ways of enriching curriculum. Aside from searching for higher level text regarding the topic at hand, other specific actions include learning more about individual tools like intelligent tutoring systems (ITS). According to Cennamo, Ross & Ertmer (2009), this type of software can “track student responses; make inferences about his/her strengths and weaknesses; and then tailor feedback, provide additional exercises, or offer hints to improve performance” (p. 53). In order to monitor my progress with this indicator, I might consider what components of differentiation are included in this type of instruction. Can I find online tutorials that reinforce skills? Can I find different levels of text? Is ITS something that my district can purchase or subscribe to? Personal evaluation of my growth in this area would include taking the initiative to introduce these options to other staff members and encourage implementation in our district. Collaboration and reflection will be a crucial part of the evaluation step.
As I pack my room in anticipation of moving to a new building, I am curious as to how my teaching strategies will change next year. With the promise of four computers in every room and additional computer labs that are available to students, the outlook for technology implementation is positive. Whatever technology I incorporate into the classroom will an exciting addition to my curriculum. And as suggested by Cennamo, Ross & Ertmer (2009), I will learn about the success of my newly imposed skills by asking the kids. “Learners need to describe what they have done and have learned and to reflect on how they learned it…” (p. 32). Reflection and articulation will be the best way to evaluate the success of these new ideas.
Lori
9th grade English
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.
Laureate Education, Inc. (Executive Producer). (2009). Program four. Enriching content area learning experiences with technology part I. Integrating technology across the content areas. Baltimore: Author
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40-45.
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Lori,
ReplyDeleteIt sounds like your goals and actions to complete your game plan are promising. What makes you nervous about implementing your plan? Is there anything? You are so right when you said collaboration and reflection will be crucial to your evaluation process. Be sure to take notes everyday for your self. I would keep a notebook or microsoft word document to take notes on your progress. Great Ideas! Good Luck!
Katherine
Lori,
ReplyDeleteI think your last comment about asking the students how they feel about their learning is a great point, and perhaps not done often enough in classrooms. What better way to gauge success of the students skills but by finding out from them. I rely on my students to let me know the way they learn best (learning style)and what their interests are in order to plan appropriate lessons. Their opinions mean a lot even though some of their ideas go by the wayside due to school rules and policy. Asking the students about their skills can boost their confidence and self-esteem and make them feel important.
Great post!
Sandy
Kathy and Sandy,
ReplyDeleteThank you for your comments and advice. What makes me nervous? Failing - or having the technology fail. I tend to be a little meticulous about my lesson plans - I find myself rehearsing new lessons in my car! I would love to do wikis and podcasts, etc, etc., but am a little nervous about whether the technology will work or not.
In response to the reflection, I think this will be a highly valuable routine to get into. Obviously we will have successes and failures, and sometimes it is difficult to remember what we have learned by the time we use the strategy again. I agree; reflection will be key!
Lori
Lori,
ReplyDeleteBe confident! The lessons students learn from our failures will help them see how to spring back and be flexible. We can always count on technology letting us down now and then. Students need to learn that, too!
Have a good week,
Carrye