To be quite honest, until this course I had never heard of “ISTE” and the National Education Technology Standards. It only makes sense that all of this exists – I mean, we do live in the age of technology. And just because many of us work in districts where technology still seems to be on the back burner (few computers, little training, etc.), there’s no reason to think that the powers that be haven’t thought of national standards in technology for teachers and students to adhere to. With that said, I am thankful for the GAME plan strategy. I will reiterate my feelings of being overwhelmed at the thought of mastering the continuously improving use of technology in the field of education. Being able to pinpointing a Goal, plan an Action, Monitor my progress, and Evaluate my attempts, provides me with a focused route that encourages my autonomy and growth as an educator. Otherwise, I would be headed in all sorts of directions – trying to master everything, without really mastering anything.
Considering my most recent GAME plan:
My first goal was to improve upon ISTE Indicator 1(b) that suggests teachers “engage students in exploring real-world issues and solving authentic problems using digital tools and resources.” Probably the most interesting thing I learned about during this Walden course was problem-based learning. Obviously authentic experiences and real-life chances to make a difference is not only motivational for students, but it encourages students to become responsible citizens of the world. Enhancing these sorts of lessons with social networking opportunities provides students with multiple perspectives. Problem-based learning with social networking promotes the idea of a flat world where the students from around the world can contribute to the solution of 21st century ideas. This is an extremely exciting idea; one that challenges teachers and students alike to face real-world issues in a real-world collaborative.
My second goal was to progress more in the area of ISTE Indicator 4(b): “to address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.” One of the most helpful pieces of new information was the study of the Universal Design for Learning. I was unaware of all of the UDL learning tools - some of which are readily available such as online calendars for student organization, online tutorials, and visual tools such as making a font bigger. The UDL website (http://www.udlcenter.org/aboutudl/udlguidelines) offers a multitude of ideas that I am anxious to study and experiment with.
In considering my second goal, this course reminded me that wireless responders are also a great way to not only engage and assess, but to “provide equitable access” of all students to technology and content. With wireless responders, only the teacher knows who is “getting it” and who is not. Students have no embarrassment. In addition, this activity provides ample time to discuss why one answer is correct over another.
I am very anxious to somehow find the time to experiment with these new-found ideas. I do plan to implement my problem-based learning lesson, together with its accompanying social networking and digital storytelling lesson, because students are given the opportunity to improve upon their city in a way that could really affect their lives. In addition, I plan to implement as many UDL strategies that I can. I feel like in the past I have taught to the middle. I don’t know if this was simply a survival strategy to use as I learned new content, or whether it was because I was unaware of all of the UDL learning tools that are available. Regardless, I am excited to try to meet the needs of all of my students by implementing 21st century skills into my classroom.
Thursday, June 24, 2010
Wednesday, June 16, 2010
The GAME plan process helps to develop proficiency in technology
According to the International Society for Technology in Education (“ISTE”), there are five National Educational Technology Standards (“NETS”) for teachers. Each one of these standards can be intertwined with State standards to promote student proficiency not only in grade level content, but in the area of 21st century skills. Each of the NETS directly refers to some form of technology in its definition. For example, Standard 1 promotes teachers sharing their wisdom by way of “virtual environments”; Standard 2 requires that teachers “design and develop digital-age” experiences for their students; Standard 3 asks teachers to consider a “global and digital society” instead of just the classroom environment; Standard 4 encourages teachers to keep in mind “digital citizenship and responsibility” as they implement technology; and Standard 5 promotes continued professional development in the areas of 21st century tools.
With that said, the ISTE insists that we, as educators, not be left behind in this fast-paced, exploratory environment of technical advances. As stated, we must “transition schools from Industrial Age to Digital Age places of learning” (NETS-T, 2008). However, it all seems a bit overwhelming. As I admittedly am a digital immigrant, as opposed to a digital native like my students, I am aghast at the amount of information, skills, and strategies that my profession is expected to learn, practice, master, and teach in the midst of planning curriculum, grading, managing a classroom, having a family, and simply living life. When? How?
Using the GAME plan process can help me master one goal at a time. For example, one goal I have for the upcoming year is to become more proficient at using the SmartBoard. What actions am I taking? I am attending early summer / late summer workshops offered by our district, as well as reviewing premade lessons on the web. I will monitor my progress and evaluate my learning as the academic year unfolds.
Using the GAME plan process can help me tackle one NETS goal at a time. I can SLOWLY make progress.
Likewise, students can also implement the GAME plan process. ISTE provides six NETS for students. Again, each of these standards promotes growth in the area of technology: creativity and innovation, communication and collaboration, research, problem solving, digital citizenship, and technology operations are all highlighted in these six standards for students.
As students and teachers wade through waist-deep options, instructions, and trials of various software and internet experiences, the GAME plan process can be used. For example, if I were to introduce myself to students at the beginning of the year through the use of Digital Storytelling, being able to create a Digital Story could become a Goal for my students. They could individually decide what Actions they will take to reach this goal – do they want to settle for still pictures, or reach for video? Formative assessment opportunities will help them Monitor their progress. Finally, by encouraging them to Evaluate their gain, students have a concrete way of seeing growth. The GAME Plan process is a motivating factor. The evaluation phase gives them something to look forward to; it’s an opportunity for them to share the growth that they have made.
References:
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
With that said, the ISTE insists that we, as educators, not be left behind in this fast-paced, exploratory environment of technical advances. As stated, we must “transition schools from Industrial Age to Digital Age places of learning” (NETS-T, 2008). However, it all seems a bit overwhelming. As I admittedly am a digital immigrant, as opposed to a digital native like my students, I am aghast at the amount of information, skills, and strategies that my profession is expected to learn, practice, master, and teach in the midst of planning curriculum, grading, managing a classroom, having a family, and simply living life. When? How?
Using the GAME plan process can help me master one goal at a time. For example, one goal I have for the upcoming year is to become more proficient at using the SmartBoard. What actions am I taking? I am attending early summer / late summer workshops offered by our district, as well as reviewing premade lessons on the web. I will monitor my progress and evaluate my learning as the academic year unfolds.
Using the GAME plan process can help me tackle one NETS goal at a time. I can SLOWLY make progress.
Likewise, students can also implement the GAME plan process. ISTE provides six NETS for students. Again, each of these standards promotes growth in the area of technology: creativity and innovation, communication and collaboration, research, problem solving, digital citizenship, and technology operations are all highlighted in these six standards for students.
As students and teachers wade through waist-deep options, instructions, and trials of various software and internet experiences, the GAME plan process can be used. For example, if I were to introduce myself to students at the beginning of the year through the use of Digital Storytelling, being able to create a Digital Story could become a Goal for my students. They could individually decide what Actions they will take to reach this goal – do they want to settle for still pictures, or reach for video? Formative assessment opportunities will help them Monitor their progress. Finally, by encouraging them to Evaluate their gain, students have a concrete way of seeing growth. The GAME Plan process is a motivating factor. The evaluation phase gives them something to look forward to; it’s an opportunity for them to share the growth that they have made.
References:
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
Wednesday, June 9, 2010
Real world issues dealt with through social networking?
One of my goals was to pursue ISTE Indicator 1(b) that suggests teachers “engage students in exploring real-world issues and solving authentic problems using digital tools and resources.”
This week’s resources regarding implementation of social networking can assist in meeting this goal. When considering real-world issues, for example the Gulf of Mexico Oil Spill, students from around the world have an opportunity to question authorities, collaborate on solutions, and question the risk versus value of off-shore drilling, when they work in a social networking environment. Pursuant to Davis (Laureate Education, Inc., 2009), social networking benefits students by allowing them to not only interact with peers from around the world, but to interact with experts. This provides students with new perspectives, new ideas, and new feedback – other than that of the teacher.
As the summer closes in, I have made it a personal goal to plan at least one full-fledged problem-based learning (“PBL”) unit that incorporates the use of social networking. I am thinking students would first develop a relationship with their peers through social networking, prior to a PBL being introduced. It is also obvious that I would be required to collaborate with any other educators that were involved; we would need to agree upon a PBL, the educational standards being addressed, and the length of the unit.
I am looking forward to perusing the sites for social networking in order to set up a collaborative for next year. The benefits are not just for students; teachers also benefit from meeting and working with others outside of their immediate area.
Lori
9th grade English
References:
Laureate Education, Inc. (Executive Producer). (2009). Davis, V. (Speaker) Spotlight on technology: social networking and online collaboration, part 2. Integrating technology across the content areas. Baltimore: Author.
This week’s resources regarding implementation of social networking can assist in meeting this goal. When considering real-world issues, for example the Gulf of Mexico Oil Spill, students from around the world have an opportunity to question authorities, collaborate on solutions, and question the risk versus value of off-shore drilling, when they work in a social networking environment. Pursuant to Davis (Laureate Education, Inc., 2009), social networking benefits students by allowing them to not only interact with peers from around the world, but to interact with experts. This provides students with new perspectives, new ideas, and new feedback – other than that of the teacher.
As the summer closes in, I have made it a personal goal to plan at least one full-fledged problem-based learning (“PBL”) unit that incorporates the use of social networking. I am thinking students would first develop a relationship with their peers through social networking, prior to a PBL being introduced. It is also obvious that I would be required to collaborate with any other educators that were involved; we would need to agree upon a PBL, the educational standards being addressed, and the length of the unit.
I am looking forward to perusing the sites for social networking in order to set up a collaborative for next year. The benefits are not just for students; teachers also benefit from meeting and working with others outside of their immediate area.
Lori
9th grade English
References:
Laureate Education, Inc. (Executive Producer). (2009). Davis, V. (Speaker) Spotlight on technology: social networking and online collaboration, part 2. Integrating technology across the content areas. Baltimore: Author.
Tuesday, June 1, 2010
Evaluating Your GAME Plan Progress
Goal: to “engage students in exploring real-world issues and solving authentic problems using digital tools and resources.”
This was my goal from day one of this Walden course. I am a true believer in the correlation between authentic, meaningful lessons and student growth and engagement. I am very excited about this week’s topic – problem-based learning – because it directly addresses and will help me to meet the goal of my GAME plan. Earlier in the course, I had resolved to search the internet to learn more, interview local politicians, and conduct surveys in order to meet my goal, but this week’s resources, discussion, and application has shown me an exciting new approach. By presenting students with a real-world situation in which they can collaborate to find real-world solutions, they are effectively exploring issues and solving problems – the goal of my GAME plan.
This week’s resources have offered a multitude of activities that will help me to apply 21st century skills to my lesson plans to meet the needs of my students as they pursue real-world issues. Cennamo, Ross & Ertmer (2009) suggest using technology to create presentations, initiating online discussions of the project itself, enhancing the final project by uploading photos and video, and using online resources to track student activity. Dr. Ertmer suggests some additional ways in which to use technology: keeping a problem log, using E-journals, and using organizational tools to keep track of progress (Laureate Education, Inc., 2009). All of these suggestions offer exciting new challenges to both me and my students.
There are plenty of things I still need to learn in order to make these grand ideas a reality in my classroom. For example, my biggest concern is time – or lack of it. I need time to play around with these things. Although we hear over and over again that our students are digital natives, and most of them can successfully meander their way around anything techno, I certainly do not want to plan a technologically integrated unit that I have not tried myself.
Currently I do not see the need to adjust my GAME plan. I reiterate my enthusiasm over problem-based learning and how this instructional approach fits my existing goal like a glove. I am excited and anxious to jump into my assignment and watch my students become more autonomous and engaged!
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). Ertmer, P. (Speaker) Spotlight on technology: problem-based learning, part 1. Integrating technology across the content areas. Baltimore: Author.
This was my goal from day one of this Walden course. I am a true believer in the correlation between authentic, meaningful lessons and student growth and engagement. I am very excited about this week’s topic – problem-based learning – because it directly addresses and will help me to meet the goal of my GAME plan. Earlier in the course, I had resolved to search the internet to learn more, interview local politicians, and conduct surveys in order to meet my goal, but this week’s resources, discussion, and application has shown me an exciting new approach. By presenting students with a real-world situation in which they can collaborate to find real-world solutions, they are effectively exploring issues and solving problems – the goal of my GAME plan.
This week’s resources have offered a multitude of activities that will help me to apply 21st century skills to my lesson plans to meet the needs of my students as they pursue real-world issues. Cennamo, Ross & Ertmer (2009) suggest using technology to create presentations, initiating online discussions of the project itself, enhancing the final project by uploading photos and video, and using online resources to track student activity. Dr. Ertmer suggests some additional ways in which to use technology: keeping a problem log, using E-journals, and using organizational tools to keep track of progress (Laureate Education, Inc., 2009). All of these suggestions offer exciting new challenges to both me and my students.
There are plenty of things I still need to learn in order to make these grand ideas a reality in my classroom. For example, my biggest concern is time – or lack of it. I need time to play around with these things. Although we hear over and over again that our students are digital natives, and most of them can successfully meander their way around anything techno, I certainly do not want to plan a technologically integrated unit that I have not tried myself.
Currently I do not see the need to adjust my GAME plan. I reiterate my enthusiasm over problem-based learning and how this instructional approach fits my existing goal like a glove. I am excited and anxious to jump into my assignment and watch my students become more autonomous and engaged!
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). Ertmer, P. (Speaker) Spotlight on technology: problem-based learning, part 1. Integrating technology across the content areas. Baltimore: Author.
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