Reflection—EDUC 6713—Integrating Technology Across the Content Areas

This course has been a wonderful learning experience for me. It has provided an opportunity to examine with discernment how best to integrate technology tools in order to bring deeper, richer understanding of content to my students. By using the GAME plan to design, organize, and structure my own learning as well as my students', I now am able to view technology with increased sensitivity and better judge how it will best serve our learning needs. Throughout this course, I have focused on the traits and skills needed to become a self-directed learner and have begun to pass those same skills on to my students. In this way, they will have the tools they need to continue the process of life-long learning. Cennamo, Ross, & Ertmer (2009) add that self-directed learners: "think about thinking and apply strategies to regulate and oversee their learning" (p. 3). The most significant contribution that this class has given me is that I now have a framework that allows me to help my students learn how to learn.

While exploring the facets of the GAME plan, I was able to engage in the cyclical process of setting goals, taking action, monitoring, and evaluating. This is invaluable for my own professional growth and will also provide the means to meaningful, relevant discovery for my students. Marc Prensky (2008) offers: "…in addition to using technology in school, students like having goals they want to reach, doing rather than listening, getting involved with the real world…"(p. 45). The ability to customize and differentiate my lessons more effectively has evolved through this course and by utilizing the GAME plan. Being able to choose appropriate technology tools that will extend learning and help me to tailor my instruction to specific student needs has been supported through this process.

In my personal GAME plan, I was able to begin to make changes in my instructional practices by offering my students more authentic, technology-infused activities. Royer & Richards (2008) add this perspective on the pairing of technology and real-world activities: "Students create authentic 21st century multimedia literacy products similar to those they encounter and value outside of school" (p. 31). During this course we have discovered, discussed, and developed lessons incorporating problem-based learning, social networking or online collaboration, and digital storytelling. Building collaboration skills was a major component in all three of these lessons. "In a collaborative environment, students are actively engaged in the exchange of ideas and are not only responsible for reaching their own academic goals, but the goals of others in the group" (Tech4Learning, Inc. 2007). In addition to increasing teamwork skills, all of these strategies foster creative thinking and provide powerful channels for students to connect with content.

In our DVD, a perfect summation of this course was offered: "Use technology to accomplish your goals" (Laureate Education, Inc. 2009). Rather than use technology for the sake of technology, this course has endorsed aligning our technology use with our vision for teaching, the goals of our students, and the enrichment of our content. My objective for my classroom is to help my students become active, involved, and immersed in their own learning. I will strive to help my students erase the line between what happens in school and what happens beyond by offering exposure to activities that are authentic and address my content. Technology is the implement I can use to accomplish this.

References

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

Laureate Education, Inc. (Producer). (2009). Program twelve. Spotlight on Technology: Digital Storytelling, Part 1 [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.

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

Royer, R., & Richards, P. (2008, November). Digital storytelling. Learning & Leading with Technology, 36(3), 29-31.

Tech4Learning.com: Digital Storytelling Across the Curriculum located at http://www.tech4learning.com/workshops/kolk/digitalstorytelling

Using the GAME Plan Process With My Students

During the last several weeks, we have focused on creating and implementing our own personal GAME plans to help us learn about technology and technology resources. This plan has set the foundation for developing self-directed learning skills that are important for both teachers and students. This lifelong practice includes "planning, monitoring, and evaluating learning activities" (Cennamo, Ross, & Ertmer, 2009, p. 3). When learning through this approach, we manage our contributions and participation in developing new skills or obtaining new knowledge. By passing this framework of learning how to learn on to our students, we are offering the tools they will need to apply knowledge to new situations.

To help my students increase their proficiency with technology, I will have them utilize the GAME plan as well. We will start my reviewing the current technology standards (NETS-S, 2007) and setting individual goals based on background knowledge. Next we will address preferred learning styles and how they might match current or new classroom activities. This will lead us to our action plan. Student feedback is so important at this stage because when they are allowed to make choices about their own learning, they become more engaged and outcomes are improved.

Once we have our action plans in place and are beginning to implement them, our next step is to monitor our progress. This reflective practice will be challenging for many students but is necessary in order to align actions with goals. I will encourage journaling in our class blog or discussion board to promote the positive aspects of collaborative networking. Making adjustments can help to place students on an improved path toward accomplishing their goals. Finally, we will evaluate our progress by revisiting our goals and measuring gains realized and also how we might alter our approaches the next time.

Modeling and scaffolding all of these steps will be important as I link my own goals to those of my students. Cennamo, Ross, & Ertmer (2009) add: "…as you are considering ways that you can meet the required teacher standards, you can simultaneously consider ways to help your students meet the required student standards" (p. 7). We will initially discuss and create GAME plans in a whole class situation and then students will be encouraged to design their individual plan. Through the use of a GAME plan, students will be better equipped to transfer and apply learning skills to the constant flow of technology changes that they will experience in their lives.

Concentrating on one or two goals at a time will make this implementation more feasible for my students, but I also want them to envision themselves continuing this cycle throughout their lives. Our GAME plans will need to be an ongoing process as we steadily improve in existing areas and tackle new ones. Collaboration and brainstorming will be key interaction tools that I utilize in order to help students benefit from others' ideas. I look forward to watching my students deepen and enrich their understanding of our course content through their GAME plans and will consider the plans successful when my students are able to take initiative for their learning, consider and learn from others' perspectives, and exhibit confidence in discovering new areas of technology.

References

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 Students (NETS-S) located at http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

Revision and Extension of My GAME Plan

A few weeks ago, I created my GAME plan to help me learn about technology and technology resources. Although I have made gains, my goals will remain active as I try to steadily improve in these areas. Evaluating my progress means that I appraise, or reflect on, my plan to note both strong and weak areas and make the necessary adjustments. Cennamo, Ross, & Ertmer (2009) add: "Key to effective reflection is the ability to go beyond a simple description of what happened to consider why it happened, how it is connected to other events, and what adjustments should be made to subsequent actions based on this understanding" (p. 11). Our weekly blog entries have been a great way to journal about our progress and consider the effectiveness of our GAME plans.

To improve my instructional practice, I have been able to really consider how my current lessons can be improved by technology and authentic activities. Each day I am able to consciously scrutinize how my classroom environment can become more beneficial and rewarding for my students. Cennamo, Ross, & Ertmer (2009) add: "As a reflective learner, you will think about what has been effective in the past, but also continually monitor and evaluate what is effective for you now" (p. 11). One of the most positive attributes of creating a GAME plan has been the awareness it has given me in my approaches and strategies.

My goals are ongoing, but as my comfort level increases with my continued implementation, I will also add new goals. One such goal that I would like to add is "develop and model cultural understanding and global awareness" through "digital-age communication and collaboration tools" (NETS-T, 2008). As my classroom is becoming more diverse, it is important for me to be able to demonstrate for my students how to appropriately express ideas with people from other cultures. Using technology tools to accomplish this will help to balance any differences. Kottler, Zehm, and Kottler (2005) offer: "It is part of the passionately committed teacher's moral responsibility to cultivate knowledge and appreciation of cultural diversity and to teach others to do the same" (p. 154).

To extend what I have learned so far, I will not only pool resources with colleagues on best practices, but will also branch out to include technology and education experts. Through this networked community, I will seek advice and share facets of successful technology integration. One component that I did not use in my current GAME plan but would like to implement in the future in order to further improve my learning is to include textbook authors, publishers, and software developers in my gallery of knowledgeable professionals. Through increased collaboration, I will be able to work in partnership to learn the new skills I need in order to become a more effective, creative, and committed teacher.

References

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

Kottler, J. A., Zehm, S. J., & Kottler, E. (2005). On being a teacher: The human dimension (3rd ed.). Thousand Oaks, CA: Corwin Press.

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final