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

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.

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.

Monitoring my GAME plan…

I am continuing my journey to “address the diverse needs of all learners using learner-centered strategies providing equitable access to appropriate digital tools and resources,” pursuant to ISTE Indicator 4(b). It seems that I am constantly on the lookout now for ways to address this goal. As this year was coming to a close, I stumbled upon a valuable resource that allowed me to tackle my goal head-on. My final unit of the year was a review of the historical events alluded to in the movie Forrest Gump (1994). When reading a non-fiction article on the Kent State Tragedy, it came to my attention that many of my Inclusion students were unaware of the controversial 1960’s and 1970’s; therefore, I decided to end the year centered around this once very popular film. I had students conduct research on ten historical events; while my grade level students conducted their own search, my lower-level students were sent on a Webquest. As we watched the movie, students were impressed with Gump’s fictional role in these events. Just today, I prompted them to write a persuasive letter to our principal trying to convince him of the value of movies in the classroom. With this letter, I was able to incorporate digital tools that provided a scaffold for my lower level students. Using resources from the website ReadWriteThink, found at http://www.readwritethink.org/, my students were able to create a Persuasive Map and later use a Letter Generator to assist them in completing the writing assignment. I found these two digital tools to be extremely engaging and helpful for my students, and I plan to begin next year using these to help students stay organized. On a side note, I did have one student who has obsessive compulsive disorder and hates to work with computers; they are very dirty, you know. So, I was able to print out the map and letter form for him to complete with his pencil; he and I were both quite satisfied.

My main concerns right now is finding different leveled online text centered on a common theme. Typically I teach units based on genre and theme. For example, I do two short story units: suspense and relationships. Ideally, I want to find short stories at different levels that address these themes. Honestly, I am under time constraints as I finish up the year, so I have not exactly sifted through the gazillion online resources. Does anyone have any suggestions?

So far, I feel that I have simply become more aware of the option to differentiate with technology. It seems to be a much more practical way to meet the needs of students – partly because it avoids the copying and organization of the traditional classroom. Also, I felt that Dr. Ross made a good point when he said that in reality it is only small numbers of students who will need that extra support with any given lesson (Laureate Education, Inc, 2009). In other words, educators will not have to differentiate for every student, but they should know their students well enough to see when modifications and accommodations need to be made.

Right now, I do not feel the need to venture away from this particular goal. As Dr. Ross suggested, the main reason kids do not use Assisted Technology is because their teachers either do not know they exist or do not know how to use them (Laureate Education, Inc, 2009). I want to know. Therefore, I will continue down this journey of trying to find ways in which technology can be used to meet the needs of my students. It’s an exciting venture.

Lori
9th grade English

References:

Laureate Education, Inc. (Executive Producer). (2009). Meeting students’ needs with technology, Part one. Baltimore: Author.

Incorporating UDL into my GAME plan

How to incorporate Universal Design for Learning (“UDL”) into my G.A.M.E. plan…

I am continuing to focus on ISTE Indicator 4(b) which states that teachers must “address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.” This is one of my intended learning strategies.

In order to develop, implement, monitor, and evaluate this part of my personal GAME plan, I need to first consider what units will be covered next year; which short stories, which nonfiction texts, and which poems will I use. I need to reflect on my essential understandings for each unit, as well as which indicators are being met. Our district is fortunate enough to have a curriculum map in place; however, every year I must reflect on what did and did not work in my classroom. In addition to the traditional year-end wrap-up, this year will be uniquely different as I plan for the incorporation of UDL strategies into my G.A.M.E. plan.

Desired Resources: I will need online resources to help me learn new ways to address the needs of all learners. I would like to have more time to collaborate with our district’s intervention specialists to learn new strategies. In addition, I would like to learn more about UDL - do they recommend resources? I would like to have access to assistant technologies such as visual tools, language tools, voice recognition tools, and organizational tools. Finally, I would like to find what I consider gold mine resources for teachers of the language arts: online tutorials that meet State indicators, webquests with differention, and more.

What I would like to know more about: I want to know more about where to find age appropriate high-interest, various reading leveled texts. I want to know more about how to use blogs, wikis, and podcasting within the school – we just recently upgraded our computer systems and should be able to have these capabilities in the near future. I will definitely need someone to demonstrate how these work within our school, as well as time to practice. I would like to know more about what capabilities for differentiation our current MAC computer systems offer. Finally, I would like to more about how to use the software more effectively to help all learners.

Steps I have taken so far: I became the squeaky wheel this year with our technology department. It was upon my insistence – which included various meetings with the superintendent and technology heads, conducting and posting the results of student surveys, and many, many follow-up phone calls and emails, that we now have this new module installed within our computer systems that will allow us to use more 21st century skills with our students. I would also include my master’s classes as steps I have taken so far. I cannot say enough about how my eyes have been opened to these new skills through my experiences with Walden.

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). Meeting students’ needs with technology, Part two. Baltimore: Author.

Are you G.A.M.E.?

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.

Reflecting on Inquiry in the 21st Century

Reflective Essay

Our students come to us with a variety of background information. I have students that have their own laptops, been to space camp, traveled to foreign countries, and are fluent in a second language. I also have students whose families do not own a home computer, have never ventured outside our own city limits, and claim they have never completed an entire book. Regardless of our students’ background experiences, we expect them all to master, or at least show growth, in what Ohio deems appropriate grade level standards of education. We expect them to become life-long learners.

Students have always brought diversity to the classroom. Background information has always affected learning. Today’s students are learning in new and exciting ways. Now students are bombarded constantly with new information as a result of access to the World Wide Web. I am guessing that a few of my students might actually be well-versed in how to use online resources. On the other hand, I think it is safe to say that the majority of my students lack the know-how and the awareness to use the internet responsibly. Consequently, as educators, we now have the additional task of instructing, guiding, and ensuring that our students are equipped with the skills to use online resources in ways that are effective, efficient, and safe. “Without having the experiences of navigating through websites or knowing the nuances of various search engines, a skilled reader of print text may be at a loss when encountering the Internet” (Eagleton & Dobler, 2007, p. 36). Once they have mastered these navigational strategies, they can indeed become life-long learners. November (2008) sums it up by saying, “Before we send students to the Web for research, they should be prepared to understand the basic rules of how the content is organized, referenced, and validated” (6). This course, “Supporting Information Literacy and Online Inquiry in the Classroom,” has provided me with new insights on how to guide my students through this fast-paced and sometimes overwhelming world of information available on the internet.

While reviewing November’s Chapter entitled Web Basics for Critical Thinking (2008), I noted a variety of information that would seemingly alert students to be on their guard when conducting their searches. For example, many of them probably do not know that “anyone with a credit card can purchase a Web address with a .org extension, (and) each slash (/) in a URL represents yet another level deeper” (12). This information essentially provides students with a concrete search strategy; they can truncate the URL in order to determine the original source or author of a website. These are just a few of the nuances that students need to know to be successful while searching online.

The single most helpful strategy that I took from this class was the “REAL” strategy. “A simple scaffold to help students validate Web materials is a four-step process called REAL” (November, 2008, p. 31). This acronym provides students with an easy-to-remember, very simple process that assists them while trying to validate the information they find: Read the URL, Examine the content of the site, Ask about the Author/Owner of the site (this is where truncating is helpful), and Look at the Links. While using this strategy myself, I found it a very efficient and effective way to sort my initial list of possible websites into two categories: looks valid so continue to read, not valid so don’t waste my time. This is just one example of the type of knowledge and experience gained from this course that will influence my teaching practices.

Probably the most striking revelation that I had during this course about teaching new literacy skills was the new-found knowledge about questioning. Harvey (1998) as cited in Eagleton & Dobler(2007) discuss how the “passion for asking questions seems to diminish as students reach the upper grades, most likely because schools have traditionally prioritized answers over questions” (80). This was an “aha” moment for me as an educator. I had to stop and think – do I do that? Do I emphasize finding the answer over the actual inquiry? I really liked how Eagleton & Dobler (2007) highlighted the questioning phase of the inquiry process. “Keeping a strong focus on the guiding question while reading the Web is crucial because of the incredible volume of information that can distract a reader from his original intent” (McNabb, et al., 2002; Kuiper et al, 2004, as cited in Eagleton & Dobler, 2007, p. 81). Developing an essential question prior to the inquiry process not only helps with focus, but it makes the inquiry personal. “When students feel that they are not starting from scratch and that they already know something about a topic, they will be much more likely to be interested in learning a little more about it – especially when it relates to their lives in some way” (Zwiers, 2004, as cited in Eagleton & Dobler, 2007, p. 83). Currently many of my students show that they know how to find an answer online, but do they know how to ask a question?

One professional development goal that I would like to pursue is to learn more about ePals. The idea of connecting my students with other students from around the globe is simply astounding. What a motivational tool! One feature I especially like is that SchoolMail, the application from ePals, is its compliance with a number of protection agencies. In addition, “its uniqueness is in the control it provides educators, who can adjust protections and access settings according to the different needs and ages of their students. Teachers can monitor all incoming and outgoing email; block or regulate attachments; (or) limit correspondence to certain classrooms or students…” (Demski, 2008, p. 18). My initial thoughts about using ePals include using it to supplement my short story unit by adding myths or fables from other countries, using it as a supplement for my nonfiction by learning about other students’ cultures through primary sources of information, using it to increase letter writing experiences, and using it to discuss books.

Finally, “teaching students to determine the usefulness of information found on the Web is a matter of instructing them to take a more careful look and their having the background knowledge to understand what they see” (Eagleton & Dobler, 2007, p. 165). This course has given me effective strategies, clear online-inquiry red-flags, great examples, and excellent worksheets which I can begin to use immediately with my students. Allowing them time to conduct an online search under the watchful eye of a knowledgeable instructor will edge them towards becoming successful life-long learners, regardless of the background they bring to the table.

References

Demski, J. (2008). E-Palling Around. T H E Journal, 35 (11), 18-19. Retrieved 4/1/2010 from

Computer & Applied Sciences Complete database.

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for iInternet inquiry. New

York: The Guilford Press.

November, A. (2008). Web literacy for educators. Thousand Oaks: Corwin Press.