EDUC 6714 Reflection

EDUC 6714 Reaching and Engaging ALL Learners with Technology course taught me just that – we discovered the true definition of Universal Design for Learning (UDL) and Differentiated Instruction (DI). I collaborated with my classmates on a social networking site (www.ning.com), and the resources and ideas we shared will be invaluable to me as I implement UDL and DI into my classroom the rest of this school year and years to come. The learning profile, multiple intelligences, etc. surveys discovered and created by my classmates will prepare me to meet all my of students’ needs. My classmates also offered suggestions to my ideas on how to integrate UDL and DI principles into my classroom. I am looking forward to creating a Ning network for my students, since it is not blocked by my district like the Facebook site. I want my students to collaborate on homework and projects similarly to my interactions with my Walden classmates.

I have already implemented some of the suggestions from Smith & Throne for DI. My students were getting bored with the mundane reading log, and they wanted a book report project. I have created a TIC-TAC-TOE choice board for their book report project, and they are very excited to read their book and create their projects. Incorporating technology is a wonderful way to engage students in the content, process, and product of learning (Laureate Education, Inc., 2009). One requirement for the book project is to post a critique on this blog to let other students discover new books to read. I also have been focusing on how my students learn in order to give them options for assessment. Creating learning profiles for each student will be a definite goal at the beginning of next school year. I have been taking small steps to incorporate more technology into our school day. Last week, I went with my class to their technology class. We worked together to learn the features of a program named Timeliner (obviously, software that allows users to create a timeline and add graphics). Since our class was on Monday, the technology teacher was able to use this lesson for the rest of the week with the other 5th grade classes!

I am excited for the rest of this year with my students, as well as my future classes, as I continue to bring technology to my students that will increase their learning and interaction with the content, process, and product.

GAME Plan Reflection

My GAME plan started with two overarching goals based the National Educational Technology Standards for Teachers (NET-T) from the International Society for Technology in Education (ITSE): Facilitate and Inspire Student Learning and Creativity and Design and Develop Digital-Age Learning Experiences and Assessments. These two standards can encompass a tremendous amount of work, but as I created my action planned, I found a way to accomplish them simultaneously.

At first I was skeptical about writing out a GAME plan and monitoring and evaluating it weekly. It seemed to be a waste. However, I am amazed at how much more I accomplished towards achieving my goals because I constantly read and reviewed what I had set out to do. Our last blog post required me to think about using the GAME plan with my students. How powerful it would be for my students to experience the success in setting and accomplishing a goal!

I required a weekly session in the computer lab to force the completion of these actions. By visiting the lab every week, I needed to plan lessons that would facilitate student learning. Also by visiting the lab every week, my students would be developing digital-age learning experiences as we explored and utilized new technology tools. Since I created my original GAME plan at the beginning of this course, I only included Webquests into my action plan. I am so excited about the new tools I experienced during this course: www.epals.com for online collaboration, digital-storytelling (most likely Photostory), and Problem-based learning projects that can incorporate a variety of technological tools.

When we return to school, I am going to continue working on my GAME plan. The new tools I experienced in this course have me excited about using them with my students. I am constantly brainstorming ways I can use blogs, wikis, digital-storytelling, and PBL. I am also thinking of ways to fit these new projects into my schedule. I try to remind myself that my students will learn content more deeply when they experience learning in their “language” (Prensky, 2001). I don’t want them to learn everything an inch deep and a mile wide. I’d rather go for an inch wide and a mile deep!

GAME Plan for Students

Once I make my students aware of NET-S goals, we will set two goals together with the intent of furthering their GAME plan by adding another goal on their own. The two most basic NET-S standards are:

Digital Citizenship : Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

These Goals will remind them of the appropriate behavior while using technology, as well as one main purpose of the Internet in our classroom (research).

They will take Action by answering the three questions provided by Cennamo, Ross, & Ertmer (2009): What information do I need to meet my goal? What learning strategy will I use? What resources are needed?

Students will Monitor their goals by "consider"ing these questions: Am I finding the information I need? What patterns are emerging from the information sources? DO I need to modify my action plan? (p. 4). By answering these questions students will begin to see the benefits of goal setting and taking action.

Lastly, students will Evaluate their progress towards becoming a responsible digital citizen and being fluent in researching methods. How was I successful in meeting my goals? What will I do differently in the future? After achieving succes in Digital Citizenship and Research/Information Fluency, students will select ONE additional goal to add to their NET-S standards (Creativity and Innovation, Communication and Collaboration, Critical Thinking, Problem Solving, and Decision Making, OR Technology Operations and Concepts.

This will be an exciting opportunity for students to realize they have technology standards as well. Holding them accountable for content standards is important, but I am glad to see that technology is also crucial to students becoming a 21st century learner and leader!

http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

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

Revising the GAME Plan

This course (Integrating Technology Across Content Areas) seems to have had the most impact on my thinking and planning lessons. Instead of teaching past lessons the same way, I have really been inspired (given many practical ideas) to include technology to modify my students' instruction or final product. The NETS-T goal that has motivated this: "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity" (NETS-T).

I am still working on the goals of my original GAME plan, so at this time, I do not want to stretch myself too thin or become discouraged by setting too many goals. In order to keep working towards those goals and extend my learing, I have a few students that need to extend their learning. I am currently brainstorming and will start testing ideas for these few gifted students who are "bored" with current lessons. This will stretch all of us as learners, as well as excite them about learning.

Jenelle

Evaluating the GAME plan Progress

This has been a crazy week to see my GAME plan in action. My students are taking MAP tests, which occur three times a year. They are a great assessment tool; however, they require the computer lab for 2 weeks. It also jumbles our daily schedule. I am sad to say my action plan has not been the top priority this week. We have not worked towards our technology goals - Webquests or digital tool exploration. I have had to be flexible and adjust my class schedule to accomodate testing in the computer lab, as well as other activities that 'interrupt' our school day.

I have definitely learned that for goals to be accomplished, they have to be purposefully planned. Goals will not be met if I rely on "when I have time" or "whenever". I have to PLAN for the mobile lab.

I still need to model Webquests for my students. Dr. Krauss offered advice on doing a Webquest as a class using my SMARTboard. This will be something I am going to plan in the next two weeks before Christmas break. I may try incorporating this modeling process with my PBL Unit Plan. Since this is a first for me - Webquests AND Problem-Based Learning - combining them may be a good learning experience. I am looking forward to experiencing this new learning with my students.

Monitoring the GAME Plan

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.

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

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

EDUC 6712 Week 8 Reflection

This course has been an eye-opening experience. Not only have I a learned what web literacy is as a necessary 21st century skill, but also that my students lack these literacy skills even though the internet and computer have been a part of their entire school career. The most striking revelation spurns off of a quote from Kajder (2003, p. 49), “Just because our students are able to cruise through the internet with speed and what looks like skill doesn’t mean they know what they are doing” (Eagleton & Dobler, 2007, p. 28). The textbook for this course was not overwhelming, but logically broke down each step of the QUEST method. QUEST is a research/project strategy that teaches students 21st century web literacy skills throughout the process. Another striking revelation was how similar web literacy skills are to traditional literacy skills. The reading comprehension strategies necessary for proficient reading can be applied to web and traditional text (p. 35).

The knowledge and experience from this course will influence my teaching by initiating the Unit Plan for integrating the QUEST model into a social studies project. Planning a unit required me to focus on the web literacy skills and the social studies content. By integrating web literacy throughout content areas and our school day, my students will begin to practice the 21st century skills that will be required in their future. Through the creation of projects, I am excited that my students will not only be consumers of online content, but producers as well (Laureate Education, Inc. 2009).

A definite goal based on my learning in this course is to integrate web literacy into my daily teaching. The internet is an integral part of my day, as a teacher, a student, and a social networker. I need to more explicitly model strategies and skills that came almost naturally to me – critical thinking, effective search engines and methods, and “connecting [my] students to an audience” through blogs, wikis, etc. (November, 2008). I have already started brainstorming how web literacy will fit into my standard/traditional school day. Citing sources can fit into my writing block; research can be a part of my reading and writing instruction; blogs can be used as a reflection tool for content in science and social studies; Voicethreads or podcasts can be alternative assessments. The key for applying this new learning into my teaching is to add these web literacy skills one at a time. As these new tools are added to my students’ repertoire, they will be able to teach me new techniques as well. Introducing the tools and providing support will be essential to my students’ success as they embrace 21st century web skills.

Jenelle

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

Laureate Education, Inc. (Executive Producer). (2009). Developing Students’ Digital Literacy. Baltimore: Author.

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

Website Evaluation

I evaluate Britain in America as a valid website in teaching my students to select appropriate resources on the web so that they can be more literate in 21st century skills.

Free online screen recorder