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

Evaluation of My GAME Plan

Moving on to the evaluating phase of my GAME plan, I now need to measure my gains in order to see where additional changes and actions can be made. Cennamo, Ross, & Ertmer (2009) add that this step asks: "were you successful?"…"did you learn enough?"…and "How can you extend what you learned?…" (p. 5). This reflection process is necessary to appreciate improvements, recognize professional growth, and provide direction for future self-directed learning.


My GAME plan actions have helped me to reach a comfort level with my goals and recognize that it will be an unending process as technology and technology resources continue to change. Through the varied resources and collaboration channels in this course, my exposure has been significant; and I feel ready to incorporate them more into my instruction. Learning to offer choices in order to reach all learners, to make activities authentic to my students, and to use the tool of reflection as a means and measurement of understanding have supported my instructional practices the most.

An area that still needs concentration is to include more problem-based learning activities that will help my students utilize and develop their creative-thinking skills. This week we developed a lesson plan that uses this type of activity and helps students to use technology as "mindtools" (Cennamo, et al., 2009, p. 56). Solving problems and delving deeper through technology is my goal for my students. Rethinking my existing activities with this thought in mind will help me to extend my lessons and enrich the learning experience. According to Dr. Peggy Ertmer, problem-based learning has "multiple benefits" (Laureate Education, Inc. 2009). A new goal is to now direct my focus on providing those benefits through the use of more problem-based learning.

As teachers, a big portion of our jobs is to evaluate and assess our students. It is equally important to examine our own practices for areas of strength or weakness. Making note or reflecting on our own effectiveness as well as that of our lessons and chosen technology will help to guide us. One personal component to continue my growth process and reach my goals will be to address them with colleagues. It is in this networking process that we are able to solve problems together, contribute, create, share, and learn more effectively.

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 eight. Spotlight on Technology: Problem-Based Learning, Part 1 [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.

Monitoring My GAME Plan Progress

To continue reporting on my GAME plan progress in learning about technology and technology resources, I have made some gains. In this monitoring phase, I am evaluating my plan to determine advancement as well as critically looking at possible changes. Cennamo, Ross, & Ertmer (2009) suggest examining the plan to "reflect on whether the strategies you have chosen are working" (p. 4). This portion of the GAME plan will help me to redirect my efforts if they are not aligned with my goals.

With the help of this course, my blogging has increased, and I am also trying to keep current with a professional blog: http://theedublogger.com/. Reading and posting to blogs is giving me practice with reflecting and journaling—skills that I want to pass on to my students.

Constructing a lesson plan using UDL (Universal Design for Learning) has also helped me to look closer at how I can bring technology into my classroom in ways that will support and be meaningful for all students. With technology always changing, I will need to be persistent with this action step as I search for new tools and beneficial ways to use them. "Explore how other districts, schools, classrooms, teachers, and students are using the technology" (Consortium for School Networking, 2006, p. 15). I have learned how to offer choices and make variations in my lesson plans to allow for diverse learners. Again, the diversity changes with each new group of students, so this plan needs to be flexible.

A question that has arisen because of this process is whether or not the software my classes use is best suited to the goals and objectives of the class. I plan to look at alternative ways to use the software as well as other software that might be available. In one particular course, the publisher is seeking feedback, and I have exchanged a few emails on elements that I would like to see changed. I plan to continue this process of analyzing current materials and making modifications if necessary.

In the last few weeks, I have also met with some community employers who share their perspectives on potential jobs and needed job skills in our area. This, too, can be unpredictable at times so it will be important to make this type of collaboration ongoing. In order to provide authentic instruction, I will need to know what the real-world activities entail as well as what technology they use or plan to use. "With technologies evolving rapidly, it's difficult to predict which ones will be the must-haves and exactly how they will be used. But administrators, teachers, parents, and students will be on the front line of figuring out effective, productive, and engaging ways of using technology innovations" (Consortium for School Networking, 2006, pp. 14-15).

References

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

The Consortium for School Networking. (2006, August). Hot technologies for education: What's happening now and later? Middle Ground, 9(4), 12-15.

Focusing on Action in My GAME Plan Cycle

It's time for action! After determining areas of instruction dealing with technology integration and course content that need improvement, I am now continuing the process and examining what resources and additional information might be helpful as well as what I have accomplished so far. Cennamo, Ross, & Ertmer (2009) define this process: "You identify what you already know about the task at hand and develop a plan of attack, otherwise known as a learning strategy" (p. 3). With this action plan, my learning is self-directed, within my control, and enables me to gain skills that I can then share with my students.

My first area of adjustment is to help my students become more reflective with collaborative tools. I have chosen to use a blog for this, and the resource that I feel would be most helpful is to become increasingly involved with blogging—particularly with other teachers and professionals. In this way, I will be able to sharpen my own blogging/reflection skills. Practicing what I will be asking my students to do will give me insights on how to guide and encourage them. In addition to this course, I need to continue to investigate blogs that would foster this type of reflective interaction. My progress in this area is the blogging I am doing for this course—composing my own posts, reflecting on the GAME plan, and then reading, reflecting, and responding to my cohorts. Also, in my own classroom, we use a blog and I am beginning to post more reflective prompts for my students to address. My continued involvement in this exchange will strengthen my skills and serve as scaffolding for my students.

The second and fourth areas involve designing learning experiences that incorporate digital tools and resources, and communicating with students via digital tools. Some resources needed to continue exploring these areas are: consulting with my school IT department on acceptable resources, conferring with my colleagues on tools they have used successfully, and reading current literature on new technology and classroom strategies. In addition to the information gained from this class and program, I have also addressed these topics with a few teachers at my school and plan to make this an ongoing practice with more colleagues.

My third area of improvement deals with customizing my instruction to meet the diverse needs in my classroom. Resources that will help me accomplish this will be to initially determine what those needs are and then begin to restructure my lesson plans to accommodate them. Examining student data, observing my students, talking with prior instructors, and asking for advice from the school special needs coordinator will be beneficial. Creating options for students is my goal, and a valuable resource will be searching for current lesson plans online that will help me to see applications for my own classes. My progress so far has been to create a background knowledge questionnaire for one of my classes that includes questions dealing with how students learn best or what they feel they need in order to be successful in the course. In this way, I hope to gain a little more perspective on how to structure the class.

Howard (2004) offers that every student should "have access to the curriculum in a way that promotes the most learning for that individual" (p. 26). Three of my four action steps deal with tailoring my instruction and technology use to be a better fit with the needs of my students. All of my action steps, however, are intended for the same target—to help my students better understand and personalize our class content.

References

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

Howard, K. L. (2004, February). Universal design for learning: Meeting the needs of all students. Learning and Leading with Technology, 31(5), 26-29.

My Personal GAME Plan

In order to increase my efficacy as a teacher, I need to continually examine my practices to make sure that I am adeptly preparing my students and growing professionally. Turning my evaluating and assessing skills inward will help me to be able to reflect on my own strengths and weaknesses and begin to make corrections. This on-going process is called self-directed learning, and is essential for me to use in order to meet my own personal learning goals. To guide me in this practice, I will use the GAME plan. According to Cennamo, Ross, & Ertmer (2009): "The GAME plan enables you to customize your approach to learning tasks, to develop relevant skills that are important to you, and prepares you for lifelong learning" (pp. 3-4). The four elements included in this plan are: goal setting, taking action, monitoring, and evaluating. By managing my own self-directed learning, I hope to be able to model the same techniques for my students.

After visiting the ISTE Web site and reviewing the standards and performance indicators for teachers, I recognize areas where I need improvement. Here is my GOAL plan to help me make the necessary adjustments and strengthen my proficiencies:

NETS-T-1. Facilitate and Inspire Student Learning and Creativity
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes

Goals—Utilize digital tools for reflective purposes in addition to collaboration
Action—Make use of journaling and/or posts through our class blog, a wiki, email, or specialized software to assess student understanding. Encourage students to respond to classmates' reflections by offering their own views.
Monitor—Become an active participant in this reflective process by providing guidance and feedback.
Evaluate—Determine if reflections are reinforcing content by "facilitating group and community learning" (Cennamo, Ross, & Ertmer, 2009, p. 79).

NETS-T-2. Design and Develop Digital-Age Learning Experiences and Assessments a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

Goals—Increase authentic experiences and activities for my students that endorse creative thinking
Action—Consider how digital resources can enhance student engagement and autonomy and match available tools with real-world activities. Investigate having students build databases, create digital stories, and design concept maps
Monitor—Continually examine and scrutinize success of activities to determine if students are meeting goals and mastering skills
Evaluate—Determine if the technology tools and activities are good matches, if they support the course content and learning goals, and if they are being used in purposeful ways. Determine what changes need to be made to improve.

NETS-T-2. Design and Develop Digital-Age Learning Experiences and Assessments c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources

Goals—To consider the unique and diverse needs of my students when planning activities
Action—Use student data and observation to adjust activities to match abilities, learning styles, and backgrounds
Monitor—Perform ongoing assessments to determine if students are reaching potential
Evaluate—Determine if grades, understanding, and performance correlate. Examine technology tools, lesson plans, and allotted time to make necessary modifications.

NETS-T-3. Model Digital-Age Work and Learning
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats

Goals—To make use of a variety of channels to communicate with my students
Action—Investigate assigning students to update our class blog daily with assignments and pertinent class information. Increase use of email for whole-class messages. Consider using Voicethread to share information and ideas. Investigate designing class Web page.
Monitor—Request feedback from students on new channels of communication and track use
Evaluate—Based on comments concerning new communication formats, make adjustments to better suit suggestions, criticism, and views.

Initiating these changes will help me to improve my classroom environment and better address the needs of my students. Cennamo, et al., (2009) offer these additional suggestions for improvement: "Be open to creative ideas…Provide feedback…Be explicit…Be consistent in expectations...Be patient" (p. 80). The ISTE standards are a guideline for all teachers, and we need to persistently reflect and strive to connect our vision for teaching with these recommendations.

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

Reflections on Gained Awareness and Insights from EDUC 6712

Supporting Information Literacy and Online Inquiry in the Classroom

This course has been a remarkable learning experience for me. It has encouraged me to discover the new definition of literacy, what the new literacies entail, and how I can offer opportunities for my students to acquire those literacies. Modeling and offering exposure to these new skills will help to equip my students with 21st century skills that will be viewed as assets in the workplace as well as in their personal lives. November (2008) offers this insight: "We can teach students critical thinking and how to be socially responsible when they use the Internet to have a globally connected voice" (p. 3). Making informed decisions in a technology-changing environment will require our students to be proficient in these skills, and this course has helped me to see how to consciously and seamlessly include them in my daily activities.

The most surprising revelation that I had about teaching the new literacy skills to my students is how motivating it can be. When students begin to personalize their learning and engage in the discovery process, they genuinely become active participants who are managing their own learning. Creativity flourishes, student interest increases, and expectations are exceeded. This course has helped me to better understand that by making learning relevant, my students are able to make connections that will arm them with the tools they will need for their futures. Kuhlthau, et al., (2007) add: "Inquiry does not stand alone; it engages, interests, and challenges students to connect their world with the curriculum" (p. 2). Because of this course, I now appreciate that students can make significant learning gains through inquiry-based projects and also enjoy the process.

My newfound grasp of the power of inquiry-driven projects will have a major impact on my future teaching approaches and activities. Placing emphasis on making meaning, deeper understanding, and the acquisition of ideas instead of memorizing facts is my goal. Eagleton & Dobler (2007) add: "Inquiry projects can convert classrooms and schools into communities of practice" (p. 16). I plan to utilize the combination of "modeling, scaffolding, practice, and feedback" in order to help my students become effective with the inquiry process. (Eagleton & Dobler, 2007, p. 27). I will not abandon the traditional literacies, but will merge them with the new literacies to further enhance the preparation my students receive.

One professional development goal that I have is to increase my own personal participation in inquiry-driven projects. In this way, I will be better able to assist and guide my students and perhaps anticipate problem areas. My own inquiries can be class related as well as personal since my students would benefit from both types of experiences. I plan to explore educational blogs, Web sites, books, and articles that provide information, encouragement, and support on addressing the new literacies and utilizing inquiry-based projects. In addition, I plan to collaborate with colleagues to share ideas and broaden my scope in this area.

Connecting what students do or will need to do outside of school to what they do in school is the driving force of the new literacies and inquiry-based projects. This course has validated my obligation to adapt instruction to the needs of my students. Our role as teachers is to offer guidance on effective strategies for finding, appraising, and managing information in ethical, principled ways. By providing these opportunities, we will help our students to become truly literate.

References

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Westport: Libraries Unlimited.

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

Final Reflection on Insights Gained

EDUC 6711—Bridging Learning Theory, Instruction, and Technology

In this course, we have discovered and discussed theories on how students are best able to learn. By examining these varied beliefs of learning theories, I have been able to reflect on my own perception about how my students assimilate knowledge best. Each of the learning theories explored offer logic, reasoning, and validity that I can now utilize in my own personal theory of learning. Lever-Duffy & McDonald (2008) add: “Learning is a complex activity that can be explained differently depending on one’s perspective on how and why people do what they do” (p. 12). Throughout this course, I have learned that by selecting specific components from the established theories of learning, I will be able to enhance the learning of my students by offering unique approaches, options, and choices to them.

Initially, my personal theory of learning had a narrower focus and limited range. I now view it as a more comprehensive compilation of elements taken from the learning theories explored in this course. Since my students have diverse learning styles, preferences, strengths, and weaknesses, I should also have a wider assortment of learning theories and strategies to utilize. My personal model for learning theory has evolved into one that recognizes the diversity and range disparity in my students, and can be altered or modified to better fit their learning variations. Regardless of the learning styles of my students or the strengths they exhibit in certain areas, my objective is to help them to become involved, absorbed, and active in their own learning. Technology is an implement I can use to achieve this.

An immediate change that I can make in my classroom when incorporating technology tools is to restructure assignments to make certain the tools are being used by my students. By keeping in mind that an instructional tool is something I would use, and a learning tool is what my students would use; I will analyze my approaches or strategies, make the necessary changes, and remember that my technology decisions should keep my students first. Pitler, Hubbell, Kuhn, & Malenoski (2007) offer: "Most teachers are eager to embrace new technologies, as they have seen their students' excitement and motivation increase when they do so" (p. 1). The criteria I use when selecting tools should be based on being interactive and meaningful for my students. Their particular needs will guide my technology tool decisions in order to provide them with activities that are relevant, motivating, and constructive.

Two technology tools that I would like to utilize are concept maps and wikis. Both of these tools provide the freedom and benefit of being used from the classroom, home, media center, or wherever there is Internet access. Concept maps offer a very visual way to organize and bring clarity to thoughts as well as link new information to existing knowledge. By allowing my students to build their own maps, they will be able to use a graphic hands-on activity to become engaged in the formation of their own learning. Novak & Cañas (2008) offer: “We believe one of the reasons concept mapping is so powerful for the facilitation of meaningful learning is that it serves as a kind of template or scaffold to help to organize knowledge and to structure it” (p. 7).

My second tool, wikis, provides a vehicle to work collaboratively with group members to design and manage projects. Richardson (2009) adds: “In using wikis, students are not only learning how to publish content; they are also learning how to develop and use all sorts of collaborative skills, negotiating with others to agree on correctness, meaning, relevance and more. In essence, students begin to teach each other” (p. 61). My students will be exposed to a very effective method of building teamwork skills while also building their knowledge base.

Two long-term goal changes that I would like to make are to continue with my shift toward a more student-centered environment and also to remain current in upcoming technology so that my students will be exposed to both the skills and tools they will need for their futures. By assigning a high priority to these two goals, my classroom will move toward a more horizontal flow of information, and my students will be more prepared and competitive as they search for jobs.

In order to implement these goals, I will seek, create, or re-work assignments—such as project, problem, and inquiry-based—that allow my students to play a more active role in their learning. Utilizing aspects of the cooperative learning strategy and the social learning theory will take precedence to achieve this goal. To stay current, I will continue to learn about how to use technology effectively in my classroom through dialog with colleagues, reading pertinent articles and journals, and taking courses or receiving up-to-date training.

Creating my unique theory of learning from the collection of recognized theories will help me to tailor my instruction to match the needs and learning styles of my students. Making wise technology tool choices will also help to satisfy their varying abilities and preferences. This course has helped me to recognize how these two areas can enhance their learning experience and help them to maximize their potential.

References

Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2-35). Boston: Pearson.

Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

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

Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.