After a goal is set, it is important to monitor, review, and adjust that goal to reach its full potential. Failing to monitor a goal may result in failing to accomplish the goal. As I have been working towards my GAME plan, I am forced to admit I am not planning technology activities to the extent I originally intended. I am finding Webquests and resources that will be what I need for my students as we begin studying the Industrial Revolution and Immigration. I need to prepare my students to complete the Webquests. I would love any suggestions on how to introduce Webquests to my students.
I have been reminded that students will need some exploration time in order to stay focused on content. I need to plan or have additional content tasks available in order to keep ALL students engaged. When I feel the urge to complain about the time it takes to plan the extra technology activities, I must remind myself I am teacher for my students, not for what is convenient for me.
Wednesday, November 25, 2009
Wednesday, November 18, 2009
Managing the GAME plan
For my GAME plan to work effectively, one particular resource will be required weekly: a computer lab or the mobile netbook cart. If I am to maintain a WEEKLY session of technology with my students, we will need weekly access. So far, that has not been a problem. Many teachers in my school are not completely comfortable with using the mobile lab, and the media specialist is letting me store the cart in my classroom office! Additional resources I will need: Webquests and other relevant content websites/information. The information I need will come from intentional researching for related content material and lesson planning for smooth presentation of the new technologies. I have been able to use the mobile cart yesterday and today for my students to carry out research for an essay we are writing for the State Superintendent regarding people’s influence on plants, animals, and the earth. I was able to bookmark about 8 cites that my students could find information about recycling, endangered animals, going “green”, etc. At this time, I did not take the time to teach website validity, but I mentioned that I made sure these were valid websites when beginning the lesson.
Since we had the netbooks logged-in (this has been the biggest hurdle – they take a long time to load all of the network information and programs), I decided to also show them photographs that I had saved for our science lesson. I wanted them to explore the pictures and decide how the items could be used to separate a mixture or a solution. One student opened Paint and started drawing on the pictures and it was saved onto the network. Other students became very distracted by this aversion, and I am glad we ran out of time. I spoke with the student after class, but there was little I could say because I felt I hadn’t foreseen that to be a problem so I did not address it when introducing the lesson. How do they always jump one or three steps ahead?!!? Any advice on how to handle “distraction” problems? And/or “pep talks” before technology lessons?
While reading through the Universal Design for Learning (UDL), I was inspired by Principle III: Guideline 7: Provide options for recruiting interest (Principle III, 2009). The screen capture below outlines checkpoint 7.2 and how it relates to the classroom. I particularly connected to “purposeful”, “active participation”, and “self-reflection” (Principle III, 2009).
I look forward to seeing my students interact with technology on a more regular basis, but I hope that I am up for the challenge of managing and promoting self-directed learning.
Jenelle
Principle III. Provide Multiple Means of Engagement | National Center On Universal Design for Learning. (2009). Home | National Center On Universal Design for Learning. Retrieved November 18, 2009, from http://www.udlcenter.org/aboutudl/udlguidelines/principle3
Since we had the netbooks logged-in (this has been the biggest hurdle – they take a long time to load all of the network information and programs), I decided to also show them photographs that I had saved for our science lesson. I wanted them to explore the pictures and decide how the items could be used to separate a mixture or a solution. One student opened Paint and started drawing on the pictures and it was saved onto the network. Other students became very distracted by this aversion, and I am glad we ran out of time. I spoke with the student after class, but there was little I could say because I felt I hadn’t foreseen that to be a problem so I did not address it when introducing the lesson. How do they always jump one or three steps ahead?!!? Any advice on how to handle “distraction” problems? And/or “pep talks” before technology lessons?
While reading through the Universal Design for Learning (UDL), I was inspired by Principle III: Guideline 7: Provide options for recruiting interest (Principle III, 2009). The screen capture below outlines checkpoint 7.2 and how it relates to the classroom. I particularly connected to “purposeful”, “active participation”, and “self-reflection” (Principle III, 2009).
I look forward to seeing my students interact with technology on a more regular basis, but I hope that I am up for the challenge of managing and promoting self-directed learning.
Jenelle
Principle III. Provide Multiple Means of Engagement | National Center On Universal Design for Learning. (2009). Home | National Center On Universal Design for Learning. Retrieved November 18, 2009, from http://www.udlcenter.org/aboutudl/udlguidelines/principle3
Thursday, November 12, 2009
The GAME Plan
Cennamo, Ross, and Ertmer (2009) “use the GAME plan to guide self-directed learning activities” (p. 3). I will be using the GAME plan to strengthen my confidence and proficiency in the National Educational Technology Standards for Teachers (NETS-T).
G – Set Goals
Of the five overarching goals outlined by the International Society for Technology in Education (ITSE), two tasks stood out to me: Facilitate and Inspire Student Learning and Creativity and Design and Develop Digital-Age Learning Experiences and Assessments. These two goals are detailed through indicators that are specific teacher actions that will influence student learning.
1. “Engage students in exploring real-world issues and solving authentic problems using digital tools and resources”
2. “Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes”
3. “Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity”
4. “Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress” (NETS-T).
A – Take Action to Meet those Goals
I can admit these goals are lofty; however, my actions will be practical in order to tackle the expanse. In reality, these goals are interwoven and can be accomplished within the same lesson(s). I am going to deliberately plan for a WEEKLY session in the computer lab and/or access the mobile lab for my classroom. I will engage my students with digital tools by adapting Webquests that will enrich our learning environment as they reflect on their thinking and creativity (NETS-T) (Cennamo, Ross, & Ertmer, 2009, p. 55). I also want my students to follow their interests as they “incorporate digital tools and resources”. Even if we only use our weekly time for research or to learn a new digital tool, it will enhance our learning environment with technology.
M – Monitor Progress toward achieving goals
One way I will monitor my progress is by signing up for the computer lab and writing it in my plans in advance. It must be intentional for me to gain confidence and become proficient in the NETS-T. Since this is posted on my blog, I hope my followers will keep me accountable. You also should start to see my students posting on this blog as we learn how to use the “computer as a conferencing tool”, supporting collaboration and help them develop critical communication skills (p. 74).
E – Evaluate whether the goals were achieved and Extend your learning to new situations
I look forward to this step because I am optimistic that I will have gained the confidence and proficiency in many of the ISTE technology standards. I will reflect on what worked and didn’t work throughout the year, but as the year comes to a close I will hope to see an increase in my students’ technological proficiencies. I want them to also be “self-directed learners” that plan, monitor, and evaluate their learning (p. 3). I will extend my learning by not just adapting learning experiences, but start to design and create my own plans.
My GAME plan will keep me very busy, but I look forward to the confidence I will gain and technology-rich environment my classroom will become! Happy GAM(E)ing!
Jenelle
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Belmont, CA: Wadsworth Publishing.
National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers. (2008). International Society for Technology in Education | Home. Retrieved November 12, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
G – Set Goals
Of the five overarching goals outlined by the International Society for Technology in Education (ITSE), two tasks stood out to me: Facilitate and Inspire Student Learning and Creativity and Design and Develop Digital-Age Learning Experiences and Assessments. These two goals are detailed through indicators that are specific teacher actions that will influence student learning.
1. “Engage students in exploring real-world issues and solving authentic problems using digital tools and resources”
2. “Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes”
3. “Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity”
4. “Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress” (NETS-T).
A – Take Action to Meet those Goals
I can admit these goals are lofty; however, my actions will be practical in order to tackle the expanse. In reality, these goals are interwoven and can be accomplished within the same lesson(s). I am going to deliberately plan for a WEEKLY session in the computer lab and/or access the mobile lab for my classroom. I will engage my students with digital tools by adapting Webquests that will enrich our learning environment as they reflect on their thinking and creativity (NETS-T) (Cennamo, Ross, & Ertmer, 2009, p. 55). I also want my students to follow their interests as they “incorporate digital tools and resources”. Even if we only use our weekly time for research or to learn a new digital tool, it will enhance our learning environment with technology.
M – Monitor Progress toward achieving goals
One way I will monitor my progress is by signing up for the computer lab and writing it in my plans in advance. It must be intentional for me to gain confidence and become proficient in the NETS-T. Since this is posted on my blog, I hope my followers will keep me accountable. You also should start to see my students posting on this blog as we learn how to use the “computer as a conferencing tool”, supporting collaboration and help them develop critical communication skills (p. 74).
E – Evaluate whether the goals were achieved and Extend your learning to new situations
I look forward to this step because I am optimistic that I will have gained the confidence and proficiency in many of the ISTE technology standards. I will reflect on what worked and didn’t work throughout the year, but as the year comes to a close I will hope to see an increase in my students’ technological proficiencies. I want them to also be “self-directed learners” that plan, monitor, and evaluate their learning (p. 3). I will extend my learning by not just adapting learning experiences, but start to design and create my own plans.
My GAME plan will keep me very busy, but I look forward to the confidence I will gain and technology-rich environment my classroom will become! Happy GAM(E)ing!
Jenelle
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Belmont, CA: Wadsworth Publishing.
National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers. (2008). International Society for Technology in Education | Home. Retrieved November 12, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
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