When initially developing the GAME Plan (Cennamo, Ross, & Ertmer, 2009), the thought was to use it to increase proficiency in NETS-T, the various technology indicators for teachers described by the International Society for Technology in Education (ISTE, 2008). Budget cuts led to the closing of many programs across the nation, including the Alternative Education program at Bush campus. That closing precipitated a transfer to another campus, one with little to no technology in the classroom. It was extremely frustrating to have moved so far forward in setting up an English Language Arts curriculum that incorporated digital technology and engaged students in learning 21st century skills only to have to take so many steps backwards and start all over.
This made the GAME Plan even more relevant to my daily classroom practice and gave me the tools that I needed to approach administration and colleagues regarding technology integration on the new campus and to open a discussion about the various ways to create a supportive culture of technology (Laureate, 2009). Technology, when used to support learning, “complements learning outcomes” (King-Sears & Evmenova, 2007, p.8) and prepare students to meet the demands of a global job market. Unfortunately, progress on a plan such as technology integration is understandably slow, but trying to set up meetings for discussion of the plan during summer break made it seem like it had totally come to a standstill. I am, however, looking forward to the start of school in a couple of weeks to that I can start working on overcoming this challenge and “creating a culture of collaboration and interdependence” (Ertmer & Simons, 2006, p. 40) both in my classroom and on the entire campus.
Setting goals and following a plan is something that I have always done without thinking. Cennamo, Ross, and Ertmer’s (2009) discussion of the GAME Plan really helped me put the process into words and encouraged me to think about teaching my students to use it as well in the various aspects of their academic lives. The act of setting goals, creating an action plan and then monitoring and evaluating their own progress and learning is something that will also serve them in the real world and allow them to take responsibility for their own education. For them to do this, they will have to stay in school and as teachers we can help them do this using ISTE’s NETS-S (2007) technology standards for students to keep them motivated and engaged in the classroom content. Students today are more motivated by teachers who can speak to them on their own level and students today are more technologically savvy than ever. Using technology hooks them and keeps them coming back for more.
Once the school year starts, I will implement this process in my own classroom immediately. Because of the behavior problems associated with the types of students in Alternative Education, giving them a sense of autonomy over their own education will help eliminate the power struggle in the classroom and make them feel more like a community. Instead of being the leader of that community, I will happily relegate myself to be its guide.
Resources
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.
International Society for Technology in Education (ISTE). (2007). National Education Standards for Students (NETS-S). Retrieved from http://www.iste.org/content/navigationmenu/NETS/forstudents/2007standards/nets_for_students_2007.htm
International Society for Technology in Education (ISTE). (2008). National Education Standards for Teachers (NETS-T). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
King-Sears, M., & Evmenova, A. S. (2007, Sep/Oct). Premises, principles, and processes for integrating TECHnology into instruction. Teaching exceptional children, 40(1), 6–14.
Laureate Education, Inc. (Producer). (2009). Program three: Enriching content area learning experiences with technology part one [Motion Picture]. Integrating technology across the content areas. Baltimore: Author.
Sunday, August 22, 2010
Wednesday, August 11, 2010
Using the GAME Plan process with Students
Whether ahead or behind in the curriculum, alternative education students typically need to work at their own pace and the GAME Plan (Cennamo, Ross, & Ertmer, 2009) is perfect for allowing me as a teacher to help them develop proficiency in the technology standards and indicators that I have been trying to integrate into my English Language Arts course. By using the GAME Plan to increase my own knowledge, I have been able to build my technology skills through inquiry and practice. I can now apply what I have learned to my classroom practice by helping my students set goals, create action plans, monitor their own progress, and evaluate their learning. This will allow them to take on more responsibility in their own learning processes and become stakeholders in their education. Using technology allows them to engage in both the physical and virtual classroom environments. Through practice using the various components of technology introduced into the classroom, students will become more proficient at using word processing programs, online networking and collaboration, and learn to create digital stories. The technology skills they will learn as they progress through high school will be greatly beneficial to them in the 21st century global job market. The English classroom is a wonderful place to do this because it is uniquely flexible in its ability to incorporate most if not all of the NETS-S (2007) standards for students. Creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving, and decision making, digital citizenship, and technology operations and concepts can all be incorporated into various lessons embedded with technology. Students can be innovative through problem-based learning and use their individual creativity to solve those problems as they communicate and collaborate both in the classroom and through the use of online networking such as wikis and blogging. Learning to sift through all the information on the Web will help them develop research and information fluency and increase their ability to make decisions and think critically. Most importantly, they will become digital citizens who are responsible and ethical in their use of this technology because they will be monitored by the teacher, themselves and each other as they are guided through their learning efforts.
Resources:
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.
International Society for Technology in Education (ISTE). (2007). National Education Standards for Students (NETS-S). Retrieved from http://www.iste.org/content/navigationmenu/NETS/forstudents/2007standards/nets_for_students_2007.htm
Resources:
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.
International Society for Technology in Education (ISTE). (2007). National Education Standards for Students (NETS-S). Retrieved from http://www.iste.org/content/navigationmenu/NETS/forstudents/2007standards/nets_for_students_2007.htm
Saturday, August 7, 2010
Revising Your GAME Plan
What have you learned so far that you can apply in your instructional practice? What goals are you still working toward?
I feel like that I have learned quite a bit that I will be able to apply to my instructional practices, but there is so much information to sift through in order to find the best ways to integrate technology into my lessons. It is a time consuming process, especially since I really need to be comfortable and confident with whatever application I choose to use before I can teach it to my students and expect them to be able to use it proficiently. Vicki Davis (Laureate, 2009k) emphasized that this was one of the challenges on online networking and collaboration in addition to other technologies.
Unfortunately, because of budget cuts etc… my teaching situation changed for the upcoming school year and I am currently working with my new administration and IT department in order to some technology into my new classroom. I have been told that they are “working” on installing a digital projector into my room and I have emailed the IT director about getting a couple of student computers as well. Once this is done, I will have to spend some time learning to use the projector, but it will be a couple of years before I can get another interactive white board.
Based on the NETS-T, what new learning goals will you set for yourself?
After working on the unit plan for problem-based learning and deciding to work with students on starting a school newsletter, I realized that I will have to spent quite a bit of time on digital citizenship and responsibility so that students understand that “digital etiquette and responsible social interactions related to the use of technology and information” (ISTE, 2008). This also ties in with ethics and responsible reporting once we begin working on our newsletter. Towards this end, I will continue to design and develop “relevant learning experiences that incorporate digital tools and resources” so that students are given ample opportunities to practice and apply this new knowledge.
What learning approaches will you try next time to improve your learning?
I really want to empower my students in their learning through this newsletter, but in order to do that, it will be necessary to make them stakeholders and make them responsible for their own learning processes. My job will be to provide information and support, but for the most part—through problem-based learning—they will be in charge of gathering and processing information into usable data that will lead them to a finished product. All I can do is provide the framework and then be there to guide them. This will take quite a bit of effort on my part because I am a bit of a control freak. However, before I completely turn over the reins, I need to improve my own knowledge about what needs to be done in order to start publishing a newsletter. I have been doing this through research on the internet, but I need to be more proactive in reaching out to colleagues who are more familiar with the process. Once school is back in session, I will get right on this.
International Society for Technology in Education (ISTE). (2008). National Education Standards for Teachers (NETS-T). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Laureate Education, Inc. (Executive Producer). (2009k). Spotlight on technology: Social networking and online collaboration, part one. Baltimore: Author.
I feel like that I have learned quite a bit that I will be able to apply to my instructional practices, but there is so much information to sift through in order to find the best ways to integrate technology into my lessons. It is a time consuming process, especially since I really need to be comfortable and confident with whatever application I choose to use before I can teach it to my students and expect them to be able to use it proficiently. Vicki Davis (Laureate, 2009k) emphasized that this was one of the challenges on online networking and collaboration in addition to other technologies.
Unfortunately, because of budget cuts etc… my teaching situation changed for the upcoming school year and I am currently working with my new administration and IT department in order to some technology into my new classroom. I have been told that they are “working” on installing a digital projector into my room and I have emailed the IT director about getting a couple of student computers as well. Once this is done, I will have to spend some time learning to use the projector, but it will be a couple of years before I can get another interactive white board.
Based on the NETS-T, what new learning goals will you set for yourself?
After working on the unit plan for problem-based learning and deciding to work with students on starting a school newsletter, I realized that I will have to spent quite a bit of time on digital citizenship and responsibility so that students understand that “digital etiquette and responsible social interactions related to the use of technology and information” (ISTE, 2008). This also ties in with ethics and responsible reporting once we begin working on our newsletter. Towards this end, I will continue to design and develop “relevant learning experiences that incorporate digital tools and resources” so that students are given ample opportunities to practice and apply this new knowledge.
What learning approaches will you try next time to improve your learning?
I really want to empower my students in their learning through this newsletter, but in order to do that, it will be necessary to make them stakeholders and make them responsible for their own learning processes. My job will be to provide information and support, but for the most part—through problem-based learning—they will be in charge of gathering and processing information into usable data that will lead them to a finished product. All I can do is provide the framework and then be there to guide them. This will take quite a bit of effort on my part because I am a bit of a control freak. However, before I completely turn over the reins, I need to improve my own knowledge about what needs to be done in order to start publishing a newsletter. I have been doing this through research on the internet, but I need to be more proactive in reaching out to colleagues who are more familiar with the process. Once school is back in session, I will get right on this.
International Society for Technology in Education (ISTE). (2008). National Education Standards for Teachers (NETS-T). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Laureate Education, Inc. (Executive Producer). (2009k). Spotlight on technology: Social networking and online collaboration, part one. Baltimore: Author.
Friday, July 30, 2010
Evaluating the GAME Plan
Action Effectiveness:
I definitely feel as though I am still spinning my wheels at this point because I am still unable to pin down administration as to when I can begin moving into and setting up my classroom; so everything seems a bit redundant. I have been unable to gain access to the computer lab to see what is actually available. It is very frustrating because in order to overcome the challenges of problem-based learning and create a “culture of collaboration and interdependence” (Ertmer & Simons, 2006, p. 40), I need to begin working on the technology integration aspects of my newsletter unit plan so that I completely understand the equipment, software, and process so that I am confident in my own use before I attempt to teach it to my students.
Over that last few weeks, I have been emailing back and forth with my new vice principal and did manage to set up an informal meeting and tour with her which allowed me to discuss my plans with her and get her to consider placing a digital projector that plugs into the computer in my room. This made me feel more supported in my efforts and encouraged me to continue searching for resources.
What I have learned so far:
One good resource that I have discovered so far is the Verizon Thinkfinity website http://www.thinkfinity.org/home which has tons of ideas and lessons on technology integration; however, there is so much information that it will take me some time to navigate through it all. Additionally, Read Write Think http://interactives.mped.org/view_interactive.aspx?id=110&title=:
has an interactive graphic organizer that helps students with the writing process associated with news articles. Although the organizer is intended for students in grades 3-5, I think it will be helpful to my students as well, especially in the beginning of the learning process.
New Questions / Learning:
I am still unsure of what technology other than computers in the lab that I will be working with. I am also still looking for publishing software that will be easy and effective for students. I will also need to figure out whether or not we will publish our newsletter digitally or on paper. Once school starts, students will be helpful in making this decision as well as brainstorming what kinds of stories they would like to write. At this point, I just have to wait for school to start to begin getting students involved in the process. I would also like to survey my colleagues to see if they would be interested in participating and in what capacity. There are many different programs on campus and making each a feature story throughout the school year could be an interesting prospect. I will also need their permission to allow my students into their classrooms.
Adjustments:
For now, I will have to push my timeline back again. Other than continuing to plan, there is not much I can do until school starts.
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.
I definitely feel as though I am still spinning my wheels at this point because I am still unable to pin down administration as to when I can begin moving into and setting up my classroom; so everything seems a bit redundant. I have been unable to gain access to the computer lab to see what is actually available. It is very frustrating because in order to overcome the challenges of problem-based learning and create a “culture of collaboration and interdependence” (Ertmer & Simons, 2006, p. 40), I need to begin working on the technology integration aspects of my newsletter unit plan so that I completely understand the equipment, software, and process so that I am confident in my own use before I attempt to teach it to my students.
Over that last few weeks, I have been emailing back and forth with my new vice principal and did manage to set up an informal meeting and tour with her which allowed me to discuss my plans with her and get her to consider placing a digital projector that plugs into the computer in my room. This made me feel more supported in my efforts and encouraged me to continue searching for resources.
What I have learned so far:
One good resource that I have discovered so far is the Verizon Thinkfinity website http://www.thinkfinity.org/home which has tons of ideas and lessons on technology integration; however, there is so much information that it will take me some time to navigate through it all. Additionally, Read Write Think http://interactives.mped.org/view_interactive.aspx?id=110&title=:
has an interactive graphic organizer that helps students with the writing process associated with news articles. Although the organizer is intended for students in grades 3-5, I think it will be helpful to my students as well, especially in the beginning of the learning process.
New Questions / Learning:
I am still unsure of what technology other than computers in the lab that I will be working with. I am also still looking for publishing software that will be easy and effective for students. I will also need to figure out whether or not we will publish our newsletter digitally or on paper. Once school starts, students will be helpful in making this decision as well as brainstorming what kinds of stories they would like to write. At this point, I just have to wait for school to start to begin getting students involved in the process. I would also like to survey my colleagues to see if they would be interested in participating and in what capacity. There are many different programs on campus and making each a feature story throughout the school year could be an interesting prospect. I will also need their permission to allow my students into their classrooms.
Adjustments:
For now, I will have to push my timeline back again. Other than continuing to plan, there is not much I can do until school starts.
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.
Friday, July 23, 2010
GAME Plan: In Progress...
So during the last two weeks, it seemed like everything to do with my classroom had come to a crashing halt. I had planned to spend this entire week unpacking my materials and setting up my new room assignment; however, there is quite a bit of room shifting going on at the new campus and my room is not ready yet and my materials are still in storage. It is so frustrating. To top it off, I was unable to get administration on the phone until yesterday to set up an informal meeting so that I could go in and even view the space. After all that, I did get to go in today to see it. I think it surprised my new vice principal when I pulled out a camera and started snapping pictures, but once I explained that I was a visual person and that having the pictures would help me visualize the best use of the room, she just nodded her head. I am not sure if that was a nod of understanding or a nod of “uh oh, she has OCD.” It is what it is, I guess.
Resources and Information:
Here is what I know so far: I have a chalkboard and a teacher computer. I keep telling myself to be grateful…it’s a job and I will still be working with a population of students that I really enjoy and who really need me. I did receive a tour of the campus as well. There is a computer lab two buildings over, just down the hill that can be signed out for student use. I jokingly asked if I could just move my classroom in there, but the VP did not seem to find it funny. I know I might seem a bit ungrateful at this point, but I had huge plans for the upcoming year that involved complete access by students to the computers I used to have in my old room and actually using the Promethean lessons that I spent hours of my free time planning last year. On the bright side, however, after explaining my ideas for starting a campus newsletter, she did say that she would see what she could do to get a computer projector and a screen installed in the room. I am crossing my fingers. I am also researching the various aspects of starting a newsletter. I had intended for it to be online, but I am wondering whether or not the students would feel more accomplished if they had something that they could actually hold in their hands. In addition, many of them do not have technology at home, so paper copies would be good for them to take home. I am also looking for cheap (or free) publishing software or shareware that is easy to use as well as efficient; so if you know of any, please share!
Modifying the Plan:
I think I need to work on being more patient and letting things happen naturally. I can work on revising old lessons and creating new ones from the couch and when my room is ready, I can move in. Summer break is a big hindrance at this point because it puts a big damper on collaboration efforts, so I will need to revise my timeline for putting the bulk of my plan in motion. There are some joint work dates for the teachers in the month of August and I am looking forward to spending some time discussing ideas with my coworkers. So for now, I will make plans and try not to knock everyone over with my enthusiasm come September.
What I have learned and Questions:
I am learning that I can be really obnoxious when I am dealing with a change that I did not initiate. I am also learning that starting over, while painful, can be a good thing because it forces you to look at old ideas with fresh eyes. For now, there aren’t really any new questions other than finding the right publishing software and when I will be getting into my room.
Resources and Information:
Here is what I know so far: I have a chalkboard and a teacher computer. I keep telling myself to be grateful…it’s a job and I will still be working with a population of students that I really enjoy and who really need me. I did receive a tour of the campus as well. There is a computer lab two buildings over, just down the hill that can be signed out for student use. I jokingly asked if I could just move my classroom in there, but the VP did not seem to find it funny. I know I might seem a bit ungrateful at this point, but I had huge plans for the upcoming year that involved complete access by students to the computers I used to have in my old room and actually using the Promethean lessons that I spent hours of my free time planning last year. On the bright side, however, after explaining my ideas for starting a campus newsletter, she did say that she would see what she could do to get a computer projector and a screen installed in the room. I am crossing my fingers. I am also researching the various aspects of starting a newsletter. I had intended for it to be online, but I am wondering whether or not the students would feel more accomplished if they had something that they could actually hold in their hands. In addition, many of them do not have technology at home, so paper copies would be good for them to take home. I am also looking for cheap (or free) publishing software or shareware that is easy to use as well as efficient; so if you know of any, please share!
Modifying the Plan:
I think I need to work on being more patient and letting things happen naturally. I can work on revising old lessons and creating new ones from the couch and when my room is ready, I can move in. Summer break is a big hindrance at this point because it puts a big damper on collaboration efforts, so I will need to revise my timeline for putting the bulk of my plan in motion. There are some joint work dates for the teachers in the month of August and I am looking forward to spending some time discussing ideas with my coworkers. So for now, I will make plans and try not to knock everyone over with my enthusiasm come September.
What I have learned and Questions:
I am learning that I can be really obnoxious when I am dealing with a change that I did not initiate. I am also learning that starting over, while painful, can be a good thing because it forces you to look at old ideas with fresh eyes. For now, there aren’t really any new questions other than finding the right publishing software and when I will be getting into my room.
Wednesday, July 14, 2010
Carrying Out My GAME Plan...
Resources:
NY State is trying to push a technology initiative so that it can revamp its entire educational system to include 21st century skills and assessments. One of our directors, C. W., has been asked to participate on a research committee and technology panel that will present to the NY state assembly in the not too distant future. C.W. will be an invaluable resource to me as I work to implement my plan for technology integration in my classroom and with my new colleagues.
New and former colleagues will also be great resources for me as I work towards my goal. Former coworkers can keep me up to date with what is working for them and what is not working. With my new coworkers, I can discuss how they feel about technology, what their visions are, and what types of technology they would like to see students using on a regular basis.
Our company has a wonderful Learning Center that offers workshops and trainings on various technological devices and software. Their expertise will come in handy when my colleagues and I need professional development in various areas of technology.
Additional Information:
At the moment, I really need to gather information on the various pieces of technology that I would like to have in my room. I need to understand how they will fit into the different aspects of my curriculum and how they will provide enhancement for my students. In addition, I need prices so that I can create an integration plan that fits into my classroom budget and prioritize what I need and when.
Steps Taken So Far:
I have e-mailed my new principal and vice principal to find out when I can get into my new classroom and begin setting up. I also plan to assess what is actually in my room before deciding for sure what I really need. Once I have done that, I will schedule a meeting with my administrators to see what my budget it and decide what will be feasible for this year. It isn’t much, but it is a start…
NY State is trying to push a technology initiative so that it can revamp its entire educational system to include 21st century skills and assessments. One of our directors, C. W., has been asked to participate on a research committee and technology panel that will present to the NY state assembly in the not too distant future. C.W. will be an invaluable resource to me as I work to implement my plan for technology integration in my classroom and with my new colleagues.
New and former colleagues will also be great resources for me as I work towards my goal. Former coworkers can keep me up to date with what is working for them and what is not working. With my new coworkers, I can discuss how they feel about technology, what their visions are, and what types of technology they would like to see students using on a regular basis.
Our company has a wonderful Learning Center that offers workshops and trainings on various technological devices and software. Their expertise will come in handy when my colleagues and I need professional development in various areas of technology.
Additional Information:
At the moment, I really need to gather information on the various pieces of technology that I would like to have in my room. I need to understand how they will fit into the different aspects of my curriculum and how they will provide enhancement for my students. In addition, I need prices so that I can create an integration plan that fits into my classroom budget and prioritize what I need and when.
Steps Taken So Far:
I have e-mailed my new principal and vice principal to find out when I can get into my new classroom and begin setting up. I also plan to assess what is actually in my room before deciding for sure what I really need. Once I have done that, I will schedule a meeting with my administrators to see what my budget it and decide what will be feasible for this year. It isn’t much, but it is a start…
Friday, July 9, 2010
Developing My Personal GAME Plan
State budget cuts claimed yet another victim when the Alternative Education program on our campus was dismantled. As a result, I will no longer have a computer lab and a Promethean board in my room. The campus that I have been transferred to has been less than excited about technology integration and its teachers were content because they did not have make changes in the way that they were teaching in order to adjust to it. For this reason, as well as others, creating a GAME plan will be extremely important for me to rectify this situation in the upcoming school year because although “technology is not essential to creating authentic, learner-centered instruction, it offers a powerful resource for engaging students in authentic experiences, typically increasing both their motivation and their learning” (Cennamo, Ross, & Ertmer, 2009, p. 51) and this is the point I need to make in order to get technology placed in my classroom. I will also need to show my new administration that I have the ability to effectively integrate technology into my classroom by demonstrating my own knowledge and confidence regarding various technological components and discussing various ways to create a supportive culture of technology (Laureate, 2009). Additionally, the International Society for Technology in Education (ISTE, 2008) has a number of performance indicators for teachers to help guide the design and implementation of technology in their professional practices; I have chosen two that I feel will help me in my own teaching to engage students and improve learning.
Performance Indicator 5: “Teachers engage in professional growth and leadership to improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the use of digital tools and resources” (ISTE, 2008).
Goals:
In order to begin tackling this indicator, my first goal would be to improve my professional practice by getting digital tools and resources for my classroom for student use as well as my own.
Actions:
There are a number of things that I could do to begin working toward the goal of acquiring technology for my classroom. First, I need to gather and organize current research to show my administrators the benefits of technology and how daily student access can improve engagement and increase learning. Second, I will need to have a proposal ready that shows how my vision of technology implementation coincides with that of the company’s mission, and finally, I will have cost estimates available and be ready to show how such expenditures fit into the overall budget for my classroom and for the program as a whole.
Monitor:
To monitor the progress toward reaching this specific goal, I will work closely with administration to come up with a timeline for implementation as well as the IT department so that there is minimal disruption to student learning. I will attend budget meetings and continue to provide information and research that supports the need for technology in the classroom.
Evaluate & Extend:
Because there is not much interest in technology on the campus, one thing that I would like to do to extend technology integration is to participate in a professional learning community that shows teachers the benefits to them and to students that technology could have on learning. By sharing my own learning goals with other teachers, I can also reflect on whether or not they are feasible as is and gain input as to how they should be revised if needed. It will also encourage them to set their own goals for technology implementation.
Performance Indicator 1: “Teachers use their knowledge of subject matter, teaching, and learning and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments” (ISTE, 2008).
Goals:
Create an authentic environment in which writing skills are of primary importance and that engages students in a real-world context so that they can apply those skills.
Actions:
Teach students about newspapers and reporting.
Take a field trip to a local paper to see the process from start to finish.
Discuss the various ways that the news can be presented.
Implement a digital school newsletter that is student run.
Assist students in creating story ideas and setting deadlines.
Review the writing process and review as necessary with emphasis on revising and editing.
Act as mentor and advisor for the school newsletter, but maintain as much distance as possible so that student learning becomes self-directed.
Monitor:
Make sure that students’ stories are appropriate.
Check to see that students are working at an acceptable pace in order to meet their deadline.
Remind students to edit and revise their stories before publishing.
Provide support as needed, but remain as an observer as much as possible.
Modify students’ level of independence based on their performance.
Evaluate & Extend:
As students’ skills increase, add various types of stories to what they are already reporting.
Review editing and revising procedures as necessary.
Rotate students through the different positions they might encounter at a newspaper, i.e. reporter, layout editor, copy editor, etc…
Teach students interview skills and involve them in community activities through reporting.
By obtaining technology for my classroom, I will be better able to engage my students in authentic learning activities that have real-world applications. The use of technology will provides a way for me to enrich their classroom experiences and access their various learning styles more readily through a holistic approach to teaching since learning will be situated within a real context, news reporting (Cennamo, Ross, & Ertmer, 2009). Technology in this way is not the focus of the learning, but rather “complements the learning outcomes” (King-Sears & Evmenova, 2007, p. 8) because students will learn to write in various modes for various audiences while absorbed in meaningful activities based on the concept of creating a newsletter.
Resources
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.
International Society for Technology in Education (ISTE). (2008). National Education Standards for Teachers (NETS-T). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
King-Sears, M., & Evmenova, A. S. (2007, Sep/Oct). Premises, principles, and processes for integrating TECHnology into instruction. Teaching exceptional children, 40(1), 6–14.
Laureate Education, Inc. (Producer). (2009). Cennamo, K. (Speaker). Program three: Enriching content area learning experiences with technology part one [Motion Picture]. Integrating technology across the content areas. Baltimore: Author.
Performance Indicator 5: “Teachers engage in professional growth and leadership to improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the use of digital tools and resources” (ISTE, 2008).
Goals:
In order to begin tackling this indicator, my first goal would be to improve my professional practice by getting digital tools and resources for my classroom for student use as well as my own.
Actions:
There are a number of things that I could do to begin working toward the goal of acquiring technology for my classroom. First, I need to gather and organize current research to show my administrators the benefits of technology and how daily student access can improve engagement and increase learning. Second, I will need to have a proposal ready that shows how my vision of technology implementation coincides with that of the company’s mission, and finally, I will have cost estimates available and be ready to show how such expenditures fit into the overall budget for my classroom and for the program as a whole.
Monitor:
To monitor the progress toward reaching this specific goal, I will work closely with administration to come up with a timeline for implementation as well as the IT department so that there is minimal disruption to student learning. I will attend budget meetings and continue to provide information and research that supports the need for technology in the classroom.
Evaluate & Extend:
Because there is not much interest in technology on the campus, one thing that I would like to do to extend technology integration is to participate in a professional learning community that shows teachers the benefits to them and to students that technology could have on learning. By sharing my own learning goals with other teachers, I can also reflect on whether or not they are feasible as is and gain input as to how they should be revised if needed. It will also encourage them to set their own goals for technology implementation.
Performance Indicator 1: “Teachers use their knowledge of subject matter, teaching, and learning and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments” (ISTE, 2008).
Goals:
Create an authentic environment in which writing skills are of primary importance and that engages students in a real-world context so that they can apply those skills.
Actions:
Teach students about newspapers and reporting.
Take a field trip to a local paper to see the process from start to finish.
Discuss the various ways that the news can be presented.
Implement a digital school newsletter that is student run.
Assist students in creating story ideas and setting deadlines.
Review the writing process and review as necessary with emphasis on revising and editing.
Act as mentor and advisor for the school newsletter, but maintain as much distance as possible so that student learning becomes self-directed.
Monitor:
Make sure that students’ stories are appropriate.
Check to see that students are working at an acceptable pace in order to meet their deadline.
Remind students to edit and revise their stories before publishing.
Provide support as needed, but remain as an observer as much as possible.
Modify students’ level of independence based on their performance.
Evaluate & Extend:
As students’ skills increase, add various types of stories to what they are already reporting.
Review editing and revising procedures as necessary.
Rotate students through the different positions they might encounter at a newspaper, i.e. reporter, layout editor, copy editor, etc…
Teach students interview skills and involve them in community activities through reporting.
By obtaining technology for my classroom, I will be better able to engage my students in authentic learning activities that have real-world applications. The use of technology will provides a way for me to enrich their classroom experiences and access their various learning styles more readily through a holistic approach to teaching since learning will be situated within a real context, news reporting (Cennamo, Ross, & Ertmer, 2009). Technology in this way is not the focus of the learning, but rather “complements the learning outcomes” (King-Sears & Evmenova, 2007, p. 8) because students will learn to write in various modes for various audiences while absorbed in meaningful activities based on the concept of creating a newsletter.
Resources
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.
International Society for Technology in Education (ISTE). (2008). National Education Standards for Teachers (NETS-T). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
King-Sears, M., & Evmenova, A. S. (2007, Sep/Oct). Premises, principles, and processes for integrating TECHnology into instruction. Teaching exceptional children, 40(1), 6–14.
Laureate Education, Inc. (Producer). (2009). Cennamo, K. (Speaker). Program three: Enriching content area learning experiences with technology part one [Motion Picture]. Integrating technology across the content areas. Baltimore: Author.
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