GAME Plan Reflection

The game plan that I developed in the beginning of this course has helped me with setting my own goals as a teacher and taking the necessary actions to achieve these goals.  I have learned to start my journey of self-directed learning as I seek more information about authentic problem-based learning and incorporating collaborative tools to encourage students to explain and reflect upon their learning.  Unfortunately, the first part of my GAME plan in using blogs is moving slowly, but I will be starting a new rotation next week, so I plan to start from the beginning of the rotation to start the blogging.  However, the second part of my GAME plan has been extremely beneficial and encouraging.  Joining online discussions, blogs, and wikis through ISTE has opened many new doors for me to explore projects with my students, as well many other tools to use in the classroom.  These resources offer me many opportunities to discuss ways to improve my current teaching strategies, and I really am fortunate to interact with other teachers who are passionate about teaching current skills. 

As a result of the new technology learned in this course, there are adjustments that I would make to my current practices.  Because I teach computer, I am fairly comfortable with the technology part, but I would like to encourage my students to understand the GAME plan and learn how to focus on goals that they can set for themselves.  Dr. Katherine Cennamo explains that self-directed learners plan, monitor and evaluate their actions, and she presents the GAME plan technique as a means to help students develop into self-directed learners by setting their own goals, taking action, monitoring their progress, and evaluating the effectiveness of their learning processes (Laureate Education, Inc., 2010).  Currently, I plant to work with the 8^th grade science teachers on a PBL to prepare a presentation about our school being a “green school.”  It will require students to set goals, take action, monitor progress, evaluate effectiveness of learning, communicate through blogs, and work collaboratively. In addition, I will be able to use online collaboration (blogs) and digital storytelling with this project.   I am excited to begin and cannot wait to see how the students accept this challenge.

Technology is always changing and there are numerous tools to learn to improve student engagement and learning.  It is up to me to learn these new tools and be willing to change my teaching practices to expose my students to exciting opportunities and guide them in their experiences.

References:

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

Monitoring My GAME Plan. . . One day at a time

At this point, I had hoped to be further along with my students as far as using the discussion/blogs in class.  However, I do plan to concentrate on this next week in class.  I feel that they need to be exposed to some type of discussion/blog everyday for part of the class so that they can get used to it.  I’m looking forward to trying it out.

As far as my second goal, I have investigated the ISTE website further and found some awesome resources right under my nose.  I joined a discussion group on project-based learning and found a place to collaborate and exchange ideas with other teachers.  They have an area on the site to learn about and teach digital-age skills.  My plan is to spend a few days each week to take advantage of the resources to further develop creative lessons for my students.  In addition to the ISTE website, I spoke with two other computer teachers in my county, and we have set a date to meet to collaborate ways to incorporate authentic tasks to improve student learning.

I look forward to challenging my students to think in a different way as I teach them how to respond to discussion posts.  In addition, I am excited about the new resources to explore on the ISTE website.

Carrying Out My Game Plan

For my first goal to promote student reflection using collaborative tools in order to facilitate learning and creativity, I will need to teach students how to use a discussion post/blog.  They will need to learn proper etiquette when writing.  This will require me to give students opportunities to “try out” the blog/discussion post and use these examples for instructional purposes on acceptable postings.   Then I can move on to regular discussion posts/blogs for student reflection.

My second goal is to participate in local and global learning communities to explore creative applications of technology to improve student learning.  I will need to join a global learning community to share/exchange ideas with other educators.  As a member of ISTE, I believe that they have these online learning communities.  It is necessary to carve out time each week to take part in this.  Also, I will need to schedule a time to meet with other teachers in my county to sit down and share our ideas.  We have been talking about doing this for awhile now, but it is necessary to actually schedule a date and time in order to make it happen.

All of this takes time, which I have very little extra at this point.  However, I realize the importance of providing engaging, creative, real-world learning activities for my students.  This is not something I can do alone.

GAME Plan

After reading over the NETS Standards for Teachers, I was able to gain a clearer vision of areas where I lack confidence.  As a technology teacher, I feel that I am able to model digital-age work and learning; however, I struggle with providing students with real-world learning activities where they think for themselves and develop 21^st century skills.

Two areas where I feel that I can improve are:

Standard 1:  Facilitate and Inspire Student Learning and Creativity

b.    promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

Standard 5:  Engage in Professional Growth and Leadership

a.       Participate in local and global learning communities to explore creative applications of technology to improve student learning.

GOALS:  I would like to utilize blogs/discussion posts for my students to collaborate and reflect upon their learning. 

I would like to develop more authentic/engaging learning activities where students can “think out of the box” and reflect upon their own learning.  I want students to have opportunities where they can collaborate with others to share in the learning and develop critical thinking skills.

ACTIONS:  I will utilize the new blog and discussion areas on Edline where students can reflect and collaborate.

In order to create authentic learning activities, I will need to meet with other computer teachers in the county and online to share resources or develop authentic tasks.  I would also like to work closely with a core subject teacher from my building to develop a lesson.

MONITOR:  I will closely monitor class blogs/discussions to check for student understanding and content of conversations.

I will monitor the lessons that others share to see how well these activities promote student collaboration, creativity, and thinking.

EVALUATE:  I will evaluate the use of blogs/discussion by the conversations and reflections of the students.

I will examine how successful meetings with other teachers in the county prove to be.  In addition, I will reflect on the effort to collaborate with teachers globally.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved on September 13, 2011 from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx.

Reflection: Integrating Technology into Instruction

When students have the opportunity to share, teach others, and solve problems together, then their learning is more meaningful.  Throughout this course we have learned about the different learning theories, studied instructional strategies that facilitate learning and even tested some technology strategies to implement within the classroom.  There are numerous resources to help change the way we teach and the way students learn. 

In the beginning of this course, I wrote my own personal learning theory.  At this time, I still believe that learning is a mixture of all four theories of learning:  Behaviorism, cognitivism, constructivism, and social constructivism.  I am even more convinced that students learn best when they have varied experiences that focus on their learning styles.  According to Dr. Wolfe, the more avenues you use to put information into the brain the better (Laureate Education, Inc., 2010).   Throughout this course, I was introduced to nine different instructional strategies along with technology tools to enhance student learning.   These tools offer many ways to make learning purposeful and meaningful; it promotes 21^st century skills for our students.  Real world experiences can only contribute to students’ success in the classroom and beyond.

There are a few immediate adjustments that I can make within the computer classroom at this time.  My students complete assignments/projects individually.  Throughout this course, I learned about the positive effects of collaboration and learning described in the various learning theories, especially in Constructivism and Connectivism.   Therefore, I will incorporate more technology tools that require students to collaborate and solve problems together.  One strategy that will enhance collaboration is the use of wikis.  Students will be able to share information in a place where other classmates can read and add to it.  Another technology tool I plan to use is voice thread.  Again, students collaborate online where they can share ideas and solve problems.  Both of these tools engage learners and provide opportunities for students to be responsible for their learning.  In fact, throughout this course, I learned many technology tools to incorporate into my curriculum to enhance learning.

My curriculum needs to be adjusted because it promotes individual work rather than group/collaboration.  Although I teach computers, students are getting access to technology; however, I want them to develop problem solving and critical thinking skills.  Students need to create projects that foster skills to prepare them for the future and engage them in their learning.  My second goal is to utilize cooperative learning within the classroom.  It will be a learning process for me as well as my students.  In order for Cooperative Learning to be successful, I must teach the students how to work together.  I believe this is an essential tool for students to learn how to collaborate and solve problems together.  The interaction among students in Cooperative Learning enhances their learning (Pitler, Hubbel, Kuhn, & Malenoski).  With an updated curriculum that concentrates on cooperative learning and group work, I feel that I can offer an engaging learning environment for my students.

I believe that it is important to offer various technology tools to reach all the learners in my classroom.  As technology continues to change, it is my responsibility as a teacher to stay abreast of the many opportunities I can share with my students.  It is my desire to keep my students engaged in learning, to help them work collaboratively and develop critical thinking and problem-solving skills.  After all, the students of today are our future.

References:

Laureate Education, Inc. (Producer). (2010). Program 1: Brain Research and Learning [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

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

VoiceThread

http://voicethread.com/?#u1444875.b1895548.i9988849

Connectivism and Social Learning in Practice

When students have the opportunity to work together to solve problems or create an artifact, they are learning through social interactions.  According to Dr. Orey, while students are constructing they are engaged in conversations which help them to learn (Laureate Education, Inc., 2010).  One strategy where students can use social learning in the classroom is with cooperative learning.  Students need to interact with each other and during cooperative learning this interaction enhances their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  

This week we learned how technology supports cooperative learning.  Technology “facilitates 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).  Students can use communication software such as blogs and wikis and not be concerned about time of day or where they are located.  Other technology strategies to promote cooperative learning are multimedia projects, webquests, web site creation, shared calendars, shared bookmarking, course management programs, and simulation games.  All of these strategies are designed to educate collaboratively and encourage students to work together.  Social constructivism is apparent in all of these strategies.

Students are social beings, and this is evident with their use of facebook, twitter, and texting.  They like being connected with others, and I believe that this is an important segment in learning.  In the classroom, we can offer students opportunities to be social learners through technology to expose them to the skills they need for the future.

References:

Laureate Education, Inc. (Executive Producer). (2010) Program Number 8: Social Learning Theories [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

Cognitivism in Practice

http://www.youtube.com/watch?v=gAS49WBdr8k&feature=related

Constructivism/Constructionism theory of learning “suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others” (Orey, 2001).  It concentrates on the students being active participants in learning and the teacher being a facilitator of learning.  The students need to process the information and learn how to apply it by constructing a meaningful artifact.

One example of an instructional strategy that corresponds to the constructionist learning theory is generating and testing hypotheses.  A hypothesis is based on some previous observations, so prior knowledge is essential.  With this strategy students must be able to apply knowledge in order make a hypothesis.  They need to be able to make an educated guess or a prediction and test it determine the outcome.  By testing and generating hypotheses student take part in critical thinking, problem solving and applying knowledge to enhance their understanding (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  As with constructionism, students can take the new information and create their own meaning from testing the hypothesis.

In addition, technology can enhance how students generate and test hypotheses.  Using online collaborative spreadsheets, data collection tools, and web resources such as interactive simulations enables all learners to “use background knowledge, make decisions, and see the outcome of their hypothesis” (Pitler et al, 2007).  Technology offers many new and different ways to engage students and allows them to interact with the content in a meaningful way.  For example, the 8^th grade studies the Civil War, so I have the students create a PhotoStory about one of the battles from the Civil War.

We want to teach our students how to become critical thinkers, problem solvers, and collaborators.  This can be achieved through the Constructivist/Constructionist learning theory where students are involved in engaging learning experiences.

References:

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

Cognitivism in Practice

The cognitive learning theory or how students process information can utilize technology to facilitate learning.  Two instructional strategies related to the cognitive learning theory are:  Cues, Questions, and Advance Organizers and Summarizing and Note Taking. 

Both strategies use technology to help students focus their learning.  Cues give students a preview of what they are about to learn, questions help students to access prior knowledge, and advanced organizers (charts or tables) help students classify and understand information that is not well-organized (Pittler, Hubbell, Kuhn, Malenoski, 2007).  Word processing applications, spreadsheets, organizing software, and multimedia applications can all be used in creating advanced organizers for students.  Many different organizing and brainstorming software is available to aid students in note taking and summarizing.  Using these organizers is a great way for students to add and organize information as it is presented and store it into long term memory. 

Summarizing and notetaking strategies offer many ways for students to take their new information and restate it in their own words.  According to Chapter 6 of the textbook, “students should be taught a variety of note-taking formats” (Pittler, Hubbell, Kuhn, Malenski, 2007). Again technology is an important factor in teaching students how to summarize and take notes.  There are many ways technology can aid in this process.  One example of note taking called combination notes uses a concept of the cognitive theory.  As mentioned by Dr. Orey students remember images better than text (Laureate Education, Inc., 2010).  In addition, blogs and wikis enable students to summarize and take notes in a collaborative environment where students can learn from each other.

Another concept of the cognitive learning theory is in long-term memory each idea is connected to every other idea (Laureate Education, Inc., 2010).  One way ideas can be connected with technology is through concept maps.  An example of this type of software is Inspiration.  Concept maps can be used to make connections to prior knowledge and link it to new information.  They can be used in conjunction with a virtual field trip to guide their learning.  A virtual field trip enables students to participate in an educational journey that enables them to see and do more than would be reading from their textbook.  They are an active participant in their learning.

References:

Laureate Education, Inc. (Executive Producer). (2010). Program Number Five: Cognitive Learning Theories [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

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

Behaviorism in the Classroom

This week we have been exploring how behaviorism relates to instructional strategies in the classroom.  Reinforcement is a characteristic of the behaviorist theory often times used with desired behaviors in the classroom.  If reinforcement works with behavior, then it can also be applied to effort.  Unfortunately, many students develop a defeatist attitude because they focus on heredity, race, and background as contributing factors to their failures (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  However, if students can see the connection between effort and achievement, then this belief can change.  One way to demonstrate this association is through Excel with an effort/achievement spreadsheet.  With students filling in their grades and then using a rubric to determine their effort, they can see proof of the benefits of their effort.  They are taking responsibility for their learning.  Since I teach computer, it would be a great way to teach students about graphs, and it would also be a real-life activity.

Another instructional strategy is “homework and practice.”  According to James Hartley “skills are not acquired without frequent practice” (Smith, 1999).  Homework offers students a chance to review and practice what they learn.  Technology can enhance the homework and practice through educational software programs, web resources, tutorials, and creating their own multimedia programs.  Using technology to practice skills helps students to choose what works best for their learning style which, in turn, increases their level of understanding.

Before the readings for this week, I associated behaviorism with classroom management and behavior.  It was interesting to learn how instructional strategies used with technology can enhance student understanding.  I believe that behaviorism is used by many teachers today.

References:

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

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

Reflection: Understanding the Impact of Technology on Education, Work, and Society

            Today’s students are “native speakers of technology, fluent in the digital language of computers, video games, and the internet” (Prensky, 2005).  As educators, we still need to prepare our students for the future, but we need to develop learning activities where technology helps to support learning.  

In order to be an effective teacher in the 21st century, a teacher needs to be a facilitator of learning, a user but not necessarily a master of technology, and a collaborator with other teachers and their students. “Teachers must begin to see themselves more as learners alongside their students” (Richardson, 2010). In addition, teachers need to recognize the way students learn and encourage students to be decision makers and take responsibility for their own learning.  Teachers need to be willing to change from a teacher-centered to a learner-centered classroom.

 

This course has helped to develop my technology skills in the areas of blogs, wikis, and podcasts.  By creating a wiki with other class members, I learned how I can collaborate with other teachers around the world.  The course sparked a new interest to learn more technology tools to engage my students but also to deepen my knowledge of the purpose and benefits of Web 2.0 tools. 

            I can expand my knowledge of learning, teaching, and leading with technology by continuing my master’s program at Walden.  In addition, I will continue to expose myself to technology, keep collaborating with other teachers, and be willing to make the necessary changes to engage my students and increase student achievement.

            During the next two years, I would like to write a curriculum for my course where I can incorporate more 21^st century skills to prepare students for the future.  Although students get a touch of blogs, I would like to use a blog throughout the course along with wikis, podcasts, and other essential Web 2.0 tools.  A second goal I have is to develop tasks that are collaborative and student-centered where students can take ownership of their learning.

            In reviewing the checklist from week 1, I understand the need for students to design instructional activities that require student collaboration to accomplish a joint task.  Another area to work toward is to enable students to take responsibility of their own learning by providing tools and resources that allow them to manage their own learning goals, plan learning strategies, and evaluate their progress and outcomes.  A key for student success in the future is to be able to collaborate and work in a community to become critical thinkers of information.

 

References:

Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8–13.

Richardson, W. (2008). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand        Oaks, CA: Corwin

Rachel's Challenge

Alright, I admit this post is not about technology, but I felt it was worth it to share.  Yesterday, our school had an assembly called Rachel's Challenge.  It is about Rachel Scott, the first student killed at Columbine, and her efforts of kindness and compassion to create a positive chain reaction.  What a moving and powerful presentation!  I encourage you to check it out at www.rachelschallenge.org.  It only takes one person at a time to make a difference.

Snow days

We missed a week of instruction in my county this past week.  The teachers had Professional Development days on Monday and Tuesday, and then school was canceled the rest of the week because of snow.  This is our 5th snow day in January, and I'm hearing more bad weather in the forecast for this week.  We seem to be losing so much instruction time this month alone.  I also feel like the students have many days off for Professional Development days which makes consistency in learning tough.  What can we do to change this?  I'm curious what other school districts/counties do for Professional Development.  Do you have full days of PD or part of a day?  How does your school conduct PD days?  I came across an interesting article from The Answer Sheet about a district in Ohio using snow days as e-days.  It is interesting, but I wonder if you can incorporate that in a large county versus a small district.  Anyway, here is the link to the article.  Enjoy!
http://voices.washingtonpost.com/answer-sheet/technology/school-district-turns-snow-day.html?wprss=answer-sheet

Evaluating 21st Century Skills

While exploring the website Partnership for 21st Century Skills, I can understand the need to revamp and update education to incorporate 21st-Century skills.  In addition to the core subject knowledge, students must learn essential skills of critical thinking, problem solving, communication, and collaboration.  The P21 committee is focused on student success in a global economy which means they want students to be successful as citizens and workers in the 21st century.

Quite honestly, I really did not like the way this site was organized and had a little trouble navigating my way through it.  If one purpose of this site is to make educators want to become a part of P21, I would think that the first page would be a little more inviting.  On the other hand, P21 consists of business community leaders, education leaders, and policy makers.  Actually, this makes sense to form an alliance with these groups if we want to prepare our students for the changing business world and the global world.  In order to help our students, we must align the classroom environments with real world environments through the three R's and four C's (critical thinking and problem solving, communication, collaboration; and creativity and innovation).   

This is a federally funded project that was formed in 2002.  It is almost 10 years later and still only 15 schools are participating.  I am curious to learn about the results/findings they have collected since implementing the program.  If it is meant for all of the US, why aren't more schools jumping in?

As a contemporary educator, it is my duty to help my students develop good communication skills, become self-learners/critical thinkers, and work well with others.  After all, I am preparing them for the 21st century.

CLASSROOM BLOG

I tried to log onto my blog at school today, and I found out that it was blocked.  Boy was I disappointed!  I picked this specific blog software because I felt that it was fairly easy to navigate, but I'm frustrated that the school blocks it. 
When I think about a use for a blog in the 8th grade computer classroom, I wish I taught a core subject because there are many uses for blogs in English, Science, Social Studies, and even Math.  So, I began thinking about my students and the projects they create.  Our class discussions are centered around the project they are creating for that week.  I do not always hear from all my students, and I certainly get lots of questions when the students are in the midst of creating their projects.  It occurred to me that I could create a blog to have discussions based on a specific computer topic or just a general topic.  Eventually, we could blog with other computer classes that I teach and then with other schools.  I could also use the blog for a reference guide/frequently asked questions about the project that the students are working on.  I believe that the blog would help to enhance the lesson because students would be able to collaborate and interact in a different way.  I can also use the blog to post assignments for the class.  In using blogs, I think that it would help students to express themselves in a different way and open communication between them.

Google docs

I am still a little uncomfortable about posting--I feel like I won't be able to write what I want to say.  Some people really have a way with words.  Anyway, last evening my husband was talking about a meeting he had earlier in the day with the other members of his team (he is in sales).  He mentioned to the group that it would be great to have one document that they could share showing Dr.'s names, staff working there, location, etc.  One of his team members suggested Google docs as a way to do this.  Ok, now I was impressed.  I have been thinking about incorporating this into my classroom, but I'm not sure where to start.  I emailed another teacher today who suggested using it as a spreadsheet--one of the areas we cover in class.  So, I'm excited to begin learning how to use Google Docs.  If anyone uses or has used Google Docs, can you suggest a good way to begin.  Looking forward to trying it soon.

Welcome to my blog!

As we hear more about 21st century skills and what students need to be able to do, I wonder how education will change within the next few years.  With the integration of Web 2.0 can we help students grow as learners while being critical thinkers, collaborators, and creative thinkers.  Please feel free to share some Web 2.0 tools or new skills you share with your students.