GAME Plan Reflection

Throughout this course I had the opportunity to develop and work on a personal GAME plan for integrating technology into my classroom. I decided to focus on increasing my confidence in two indicators of standard one, “Facilitate and Inspire Student Learning and Creativity,” (ISTE, 2008).  During this course I worked on finding ways to better integrate indicators a and b into my instruction (indicator b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources, indicator c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes), (ISTE,2008).

 As I progressed through each week’s learning activities, I began to find more ways to use technology as a means for students to engage in authentic learning activities and collaboration.  I particularly focused on creating authentic learning activities and collaboration into my mathematics instruction.  I learned ways to incorporate digital storytelling and blogging while learning math content.    I am excited to use these tools to help my students to collaborate and solve authentic problems this coming school year.  I plan to continually reflect on my GAME plan as I try new technology tools and lessons for collaborating and authentic problem solving activities. 

Before this course I had heard about digital story telling but didn’t really know what it was and how to use it.  After taking this course I have so many ideas on how to use digital story telling in my classroom.  I plan to teach my students how to make a digital story the first week of school through creating an “All About Me” story of themselves.  Once students are comfortable creating digital stories I plan to have them create, solve, collaborate on and share story problems in mathematics. 

References

International Society for Technology in Education. (2008). National education standards for teacher (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Monitoring My GAME Plan Progress

The two goals I developed for my personal GAME plan are:

• To determine how collaborative tools such as blogs, podcasts, and VoiceThread can be used to promote student reflection and incorporate these reflective tools regularly into instruction.

•   To create new authentic learning experiences and real world problem solving activities with technology as I develop my third grade common core curriculum.

          So far I feel like I am making progress towards reaching these goals.  In the past week I attended a week long class in which I learned ways to teach the new core math standards while integrating science, language arts, and creative arts standards.  I learned some really creative and authentic ways to teach using the mathematics core standards.  Next week I will be attending a few professional development days through my county focusing on teaching the new core mathematics standards.  Following these PD days I think I will have a better grasp on how I will be teaching the core standards this coming year so I can begin to create more authentic learning opportunities for the new standards.  In addition, I am curious to find out how my county’s vision of the core standards and how they should be taught will fit in with what I learned last week.

            I am really excited about using technology as reflective tools in my classroom this coming school year.  I plan to have a computer station in both math and reading.  My vision is for students to reflect on the text we are reading throughout the week as they participate in discussion and answer prompts about the text.  In math I plan to have a weekly problem posted in which students can share how they solved the problem, ask questions, and view different examples from their classmates.  The main technology resource I will be utilizing will be our class blog on kidblog.org.  I would also like to utilize podcasts and VoiceThread as collaborative and reflective tools more often.  If you know of effective ways to use these tools for this purpose please share.

Carrying Out My GAME Plan

In order to carry out the GAME plan I developed in my previous post I will need to gain additional information.  First, third grade will be beginning to use the Common Core Standards in math as well as a brand new reading program next year.  In order to create authentic learning experiences for my students I will need to gain an understanding of the new third grade standards I will be meeting in math and the new materials and resources I will be required to use in both reading and math.  In order to develop authentic learning experiences I will need to review this information so I can effectively create real world problem solving within my content standards and resources.  In addition, I will need to experiment with and research different ways I can use blogs, VoiceThread, and podcasts for students to reflect on their learning and share their thinking so I am comfortable and knowledgeable of how to use these tools to support my instruction (Laureate Education, Inc., 2011).

To prepare for the upcoming school year, I am participating in a grant through the local university to learn how to teach integrated using the common core standards for math, science, and creative arts.  Through participating in this grant I am beginning to become more comfortable with the math common core standards and ways in which I can incorporate authentic learning experiences in math while integrating aspects of science and creative arts.    

As I carry out my plan I will also need multiple resources to assist me.  I will need to collaborate with other third grade teachers and professionals knowledgeable about the new common core standards in order to develop authentic learning experiences.  I will also need access to computers, internet, a class blog using Kidblog.org in which each student has their own user name, a VoiceThread account for my students to use, Kidspiration, Audacity, and microphones. 

References:
Laureate Education, Inc. (Executive Producer). Enriching content area learning experiences with technology, part 1. Baltimore, MD: Author.

My GAME Plan

As I prepare my students for the 21^st century workplace, it is my responsibility to develop skills needed to be successful.  Prensky (2008) notes technology skills, critical thinking, problem solving, collaboration, ethics and responsibility, and global awareness as the 21^st century skills our students need. The skills needed for our students to be success mirror the National Educational Technology Standards (NETS).  When reviewing the standards and indicators of the NETS there were some standards I felt fairly confident with and some standards I knew I needed to further develop my confidence and implement more into my instruction.  I decided to create a personal GAME plan to increase my confidence in two indicators of standard one, “Facilitate and Inspire Student Learning and Creativity,” (ISTE, 2008).  The two indicators I want to integrate more in my instruction are indicators b and c (indicator b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources, indicator c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes), (ISTE,2008).

Integrating technology into instruction effectively requires knowledge of how to teach content using the digital tool, confidence with getting students to use the tools, belief that student centered instruction and hands on learning makes for good teaching, and a supportive culture as I integrate new technologies into instruction (Laureate Education, Inc., 2011).  Through developing and following my personal GAME plan I strive to integrate technology into instruction effectively in order to engage my students and improve learning of content and 21^st century skills (ISTE, 2008).  My GAME plan will allow me to set specific goals, take action to meet those goals, monitor my progress toward achieving those goals, and evaluate whether the goals were achieved (Cennamo, Ross, & Ertmer, 2009).

My GAME plan:

·         Goals:

o   Determine how collaborative tools such as blogs, podcasts, and VoiceThread can be used to promote student reflection and incorporate these reflective tools regularly into instruction.

o   Create new authentic learning experiences and real world problem solving activities with technology as I develop my third grade common core curriculum.

·         Action

o   I plan to use cooperative learning and problem based learning experiences to engage my students in authentic learning activities with technology.

o   I plan to have my students regularly collaborate and reflect on problems in math using technology.

o   I plan to use various technology resources such as blogs, VoiceThread, podcasts as reflective tools during reading and mathematics instruction. 

o   I plan to use various technology resources such as concept mapping tools, kidspiration, webquests, blogs, VoiceThread, and podcasts to engage my students in authentic problem solving activities in math next year.

·         Monitor

o   I will use formative assessments to determine if my students are learning content as they engage in reflection and authentic learning activities.

o   As my students engage in authentic learning activities and reflection using collaborative tools I will use observations to reflect “in action” to determine if I need to make modifications as my students work. 

·         Evaluate

o   At the conclusion of new learning activities I will determine how well the activity went, if the activity had the intended outcome, and what I can do differently next time to improve the outcome.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Customed.). Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Executive Producer). (2011). Enriching content area learning experiences with technology, part 1. Baltimore, MD: Author

International Society for Technology in Education. (2008). National education standards for teacher (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40–45.

Bridging Learning Theory, Instruction, and Technology Reflection

“For years, we have tried to teach brains that we have not understood,” (Laureate Education, Inc., 2011a).  Many teachers become great teachers through the process of trial and error, without really understanding and knowing how the students in their classrooms learn (Laureate Education, Inc., 2011a).  It is important for educators to consider how their students learn in order to create a classroom environment that facilitates their students’ learning (Laureate Education, Inc., 2011b). This course has provided with a deeper knowledge and understanding of how my students learn and how to use educational technologies to enhance their learning.   

I have always believed that students have various learning preferences and aptitudes for multiple intelligences and it is the job of the educator to use a multitude of instructional strategies to reach all of the students in his or her classroom. This class has given me a deeper understanding of the nine clusters of effective instructional strategies and how to implement them through integrating technology.   However, these strategies are only effective when students can use them proficiently and when the strategy is appropriate for the content to be learned (Laureate Education, Inc., 2011d).   When I began this class I believed students learn better when they interact with others and are actively engaged in the learning process.  Through this course, I have developed a deeper understanding of social learning theories and now believe not only do my students need to communicate with others to be actively engaged in the learning process, they also need to create some kind of external artifact to demonstrate their learning (Laureate Education, Inc., 2011c).  One way to effectively do this is to create cooperative learning activities in the classroom with technology.

This course has taught me the difference between integrating technology as an instructional tool and integrating technology as a learning tool.  Previously I have use technology more as an instructional tool and less as a learning tool.  While I was continuously integrating technology through PowerPoint, interactive white board, laptops, and inter-write pads I was not integrating it as effectively as I could have been to benefit student learning and engagement.  Although I knew the importance of having students use technology I did not have many opportunities in my instruction for my students to do so except for reinforcing skills using interactive games.  Throughout this course I have learned about many different technology tools I can use as learning tools rather than instructional tools in my classroom.

 I am really excited to use VoiceThread and kidspiration more with my students.  While the school laptops have kidspiration I have not really utilized the program to its fullest potential.  There are so many applications and content areas kidspiration can be utilized for.  I plan to use kidspiration more in math to explore concepts and assess understanding of concepts.  Kidspiration is a great way to incorporate non linguistic representation, advance organizers, and cooperative group work in the classroom.  In addition I want to have my students collaborate with each other using VoiceThread.  I really like how easy it is to upload pictures or PowerPoint presentations and then the creator and classmates or teachers can comment on each slide by recording their voice, typing a comment, or uploading a video.  The applications for this tool are endless.   In addition, VoiceThread would be a great way for students to share their work with their parents. When using both of these tools the students would be the ones actively using the tools to collaborate and create artifacts of their learning. 

      In order to integrate technology more effectively in my classroom there are two long term goals I have set for myself.  First, I want to help my students’ parents become more aware of technology integration.  Some of the parents are weary of allowing their students to use certain technology tools.  I plan to hold an informational session in which I share with parents the different tools we will be using and various applications for them. During this time parents can ask questions and get more information about the technology their students will be using.  In addition, I would like to hold tech share days throughout the year in which students can share their favorite technology projects with their parents, and present their work to the class.  Second, I want to integrate technology as learning tools more effectively into the classroom on  a regular basis.  I plan to take the time to teach my students how to use the various technology tools will be using and give them time to get familiar with the various tools.  Then, I plan to integrate at least one weekly learning tool into instruction.  I tend to try to do too much too fast, if I start by creating student centered learning tasks that integrate technology my students are comfortable using the tasks will become more manageable and can become more extensive as my students become proficient in using the tools.  

In conclusion, in order for students to make meaning to new information they must be actively engaged in the learning process, interacting with others to create artifacts.  Through integrating technology into instruction as learning tools, students will be able to actively use the technology to make meaning of the new information and create artifacts to demonstrate their learning. 

References

Laureate Education, Inc. (Producer). (2011a). Program one: Understanding the brain [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program three: Instructional theory vs. learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved fromhttp://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011c). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1.

Laureate Education, Inc. (Producer). (2011d). Program eleven: Instructional strategies, Part one [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Voice Thread: Positive Behavioral Interventions and Systems

http://voicethread.com/share/2683964/

Please help me improve my school's implementation of PBIS.

Cooperative Learning and Social Learning in Practice

The learning theories Connectivism and Social Constructivism place a strong emphasis on learning through various social interactions.  Dr. Orey defines social learning as students interacting with each other while constructing an external artifact to demonstrate learning (Laureate Education, Inc., 2011).  Social learning greatly enhances students’ ability to construct meaning.  The social constructivism theory bases students learning on the relationship they form between their culture and the new information being learned (Kim, 2001).   Students must interact with more knowledgeable others to construct social meaning of various symbols and systems within their culture (Kim, 2001).  In Connectivism learning is believed to occur through forming networks of knowledge through people, technology, and social structures in which students can navigate creating social learning communities (Davis, Edmunds, & Kelly-Bateman, 2008). 

Social learning can be implemented in the classroom through utilizing the instructional strategy of cooperative learning.   Cooperative learning is a way for students to interact with each other to construct new knowledge (Pitler, Hubbell, Kuhn & Malenoski, 2007).   Teachers can have students work in pairs or groups of three to four when working in cooperative groups.  Within their cooperative groups students learn through their social interaction with others.   While students are working together to complete a task students are also given individual accountability and specific roles (Palmer, Peters, & Streetman, 2003).  “By combining teamwork and individual accountability, students work towards acquiring both knowledge and social skills,” (Palmer, Peters, & Streetman, 2003).  This will help prepare students for a collaborative work environment.  My school district is placing a strong emphasis on cooperative learning this year.  We are reading the book Cooperative Learning in the Classroom by Wendy Jolliffe to learn more about cooperative learning.  While my school district is on the right track of creating more student centered learning opportunities and accountability, they are not clear yet on what they expect this to look like in the classroom except for incorporating “student talk” in every lesson.  Student talk is vital for student learning but if it is overused it will not be an effective strategy.  It is important to still use a variety of strategies when implementing instruction. 

“Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face (Pitler et al, 2007, p. 140).” Students can use various educational technology tools to assist them when working in cooperative groups.  Students can utilize social bookmarking sites and calendars to share information with each other, students can collaborate on a group wiki page, students can also use blogs to share thoughts and respond to each other offering feedback.  The technology tools we have today allow students to work cooperatively both in and out of the classroom. 

References

Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved , from http://projects.coe.uga.edu/epltt/

Kim, B. (2001). Social Constructivism. In M. Orey (Ed), Emerging perspectives on learning teaching, and technology. Retrieved 1/28/2012, from http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1.

Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved , from http://projects.coe.uga.edu/epltt/

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