GAME Plan Reflection

The GAME plan that this class required me to instate has really made a huge difference how I will use technology in the future, and will greatly affect my students’ learning in a very positive way. I chose to work on two different aspects of the National Education Standards for Teacher (NETS-T) standards. The first is under standard number two Design and develop digital age learning experiences and assessments part B teachers will “design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity” (International, 2008). With this standard, I want to get more technology into the hands of my younger students. The second is number five Engage in professional growth and leadership part B, “Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others” (International, 2008). With this standard, my goal is to share the knowledge I have gained here at Walden with my fellow teachers. I want to become more of a leader in the technology field, not only in my schools but also my county and state. I have been working to make progress with these goals and it is starting to pay off. I have had meetings with my principal about what I have learned here at Walden, and my many ideas concerning technology and students learning. I am happy to report that at the beginning of the new school year, I will be presenting at one of our faculty meetings to share my knowledge. I have talked to several of the teachers about some of the new technology, but I have not had a whole group sitting. I am super excited to brain storm with my colleagues about different ways to incorporate technology into our classrooms. These meetings with my principal have also helped with my goal to get more technology into the hands of my younger students. At this school, I do not have computers in my library for my students to use. If I want to use the computer lab, it requires schedule changes, taking up classroom teacher computer time, etc. My principal has decided that I will now have the lab one day a week to work on technology with my students. I cannot explain how ecstatic I am about this. There are so many things that I want to do with my students but have be hindered, or just flat out halted because of the lack of technology. That will no longer be as much of a problem. My GAME plan is not complete, and I’m not sure it ever will or should be complete. These are goals that I should be working on constantly, as well as the other standards of the National Education Standards for Teacher (NETS-T) . All teacher know that there is always room for improvement, not just in our students but as teachers as well. I have a sign on my door to my library that states,”The road to success is always under construction”, and I believe that. I have to continue to challenge myself and grow as a teacher so that I can be the teacher my students need. International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

Monitoring Game Plan Progress

I have been hard at work working to carry out my game plan. The first area of the National Education Standards for Teacher (NETS-T) I want to work on is under standard number two Design and develop digital age learning experiences and assessments part B teachers will “design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity” (International, 2008). My plan is to release the technology, and put it into the hands of my 2nd grade students. I have been looking into different ways for my students to create digital stories using a computer or a tablet. My research has paid off and I have found several different apps that the students can use. I am currently learning how to use them myself so that I can teach the students. I have been working with their teacher closely this week. We are working together to create a project-based assessment rubric. We have also been discussing the different forms of digital story telling I have found. We decided that I need to narrow the choices the students have to choose from to 4 or 5. I do not want to overwhelm them with too many choices. It is also important what technology I use to assess students. According to our book, “the assessment activities you select will indicate to your students which skills and knowledge you feel are most important and worthwhile” (Cennamo, 2009; pg 142). My other goal National Education Standards for Teacher (NETS-T) standard I want to work on is number five Engage in professional growth and leadership part B, “Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others” (International, 2008). I just sent out a survey to teachers asking them different questions about what different types of technology they feel confident using, need help, or never used. The best thing that has happened is that it has opened a dialog with many of the teachers. I have started teacher the pre-school teacher how to use power point in her classroom. She does not use any technology in her room. Other teachers have started talking to me about questions they have, and asking me to help they with different technology based items. I have learned that many teachers’ skills are lacking in technology I thought was becoming old such as power point. I am excited to be of help to both by fellow teachers and students. Both of my goals seem to be heading the right direction. 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.

Carring out My GAME Plan

Last week I posted about the areas of the National Education Standards for Teacher (NETS-T) I want to build up my confidence in. The first area is under standard number two Design and develop digital age learning experiences and assessments part B teachers will “design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity” (International, 2008). With my goal relating to releasing control of technology, and getting it in the hands of my students. This goal is related specifically to my K-2nd students, and I will be starting with 2nd grade. In order to accomplish this I have developed a GAME plan for my students. The goal is for my 2nd grader to create digital stories using different digital media. The 2nd grade I will be working with is very diverse and has all different learning levels. According to our book, in order to implement UDL in the classroom digital media is key (Cennamo, 2009; pg 126). I am looking into different digital media options to give the students to create a digital story. The resources that I will need for this part of my plan is computers and Ipads. The school computers has Kidspiration and power point on them, both of which could be options for my students to use. The other information that I need would be the technology level of my students and researching other digital storytelling options on the internet and apps that can also be used. I have already started researching and I have set up a meeting with the 2nd grade teacher to discuss the level of the students. My other goal National Education Standards for Teacher (NETS-T) standard I want to work on is number five Engage in professional growth and leadership part B, “Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others” (International, 2008). The information that I need is similar to the information that I need from my 2nd grade students. I need to know what technology my fellow teachers are familiar with. I am working on a survey to have the teachers complete to help answer this question. The technology that I will need to carry out this part of the plan is internet, smartboard, ipads, and a computer. 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. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

Game Plan

When it comes to National Education Standards for Teacher (NETS-T) there are several areas that I need to tackle. One area I need work in would be under standard number two Design and develop digital age learning experiences and assessments part B teachers will “design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity” (International, 2008). My goal with this standard is to get more students using technology instead of the teacher. I need to utilize the little bit of technology I do have and, put more students in charge of their learning. One of the actions that I will take to achieve my goal is planning lessons that get my younger students into the computers. Right now with grades kindergarten thru 2nd I take charge of the learning. I use technology to present many lessons, but the technology is not in the hands of my students. There are many different activities that I can do with this younger group, and I have to give up that control. According to Dr. Peggy Ertmer teachers have to change how they think (beliefs) and be willing to release control of student’s learning (Laureate, 2009). I think digital storytelling is a perfect way to get my younger students using technology. To monitor my progress I am going to ask several of my teacher colleagues to help me not only monitor my progress and but evaluate how I am doing. I think this will help me with my next standard that I need to work on. The next National Education Standards for Teacher (NETS-T) standard I want to work on is number five Engage in professional growth and leadership part B, “Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others” (International, 2008). I try to help others with technology, but I do not take as much of a leadership role as I should. I have wanted to hold a meeting to introduce the other teachers to what I have learned at Walden. My goal is to speak with my principals and hold a quasi-professional development that I present. Some of the older teachers have been have been less receptive to my offers of sharing new technologies, software and websites. I think at a meeting where I teach them about the new technology they would be more will to try it out. To monitor my progress I will again ask several of my teacher colleagues to help me not only monitor my progress and but evaluate how I am doing. If you have any suggestions that will help me reach my goals I would love to hear them. Have a great day! References: International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas: Enriching content area learning experiences with technology, part 1. Baltimore, MD: Author.

Reflecting on Technology

At the beginning of this course I had to come up with my “Personal Theory of Learning”. I discussed Vygotsky’s social development theory. I was introduced to this theory in my third education class in undergrad and I identified with it immediately. Especially the Zone of Proximal Development (ZPD) and More Knowledgeable Other (MKO). The ZPD is what a students can do on their own and what they can do when a teacher or another person that is more knowledgeable (MKO) on the subject or skill is helping them (Learning Therories.com, 2013). The other theory I discussed was Gardner’s multiple intelligences. In his theory, “every individual possesses some degree of each of the intelligences he details…If any one of the intelligences is of significant capacity, the result is a prodigy in that area.” (Lever-Duffy, 2008). Both of these theories are still very important to my teaching style. However, this course opened my eyes to other theories and strategies; some of which I was already using. The elaboration and dual coding theories are two that I have added to learning theory. Elaboration theory states that “content to be learned should be organized from simple to complex order, while providing a meaningful context in which subsequent ideas can be integrated.”(Learning-Theories.Com, 2013, para 1). Dr. Orey states that dual coding is information that is stored two ways, with a picture and the labeling of that image (Laureate, 2011). One of the strategies I did not realize I was using was project based learning. With this students are creating an artifact; they are working together, and I have been using this for several years. This class also introduced me to many different technologies such as concept mapping software, virtual field trips, Voice Thread, and more. These different technologies have are very exciting for me as a teacher, and the students are having fun and learning at the same time. I have already started using Kidspiration for concept mapping in a couple of my classes with a great deal of success, as well as viritual field trips. I am working with a 3rd grade to make fractured fairy tales and I am looking into the animation sites I learned about from our technology resources. I think that will be a wonderful way to keep students engaged and learning. I also want to use Voice Thread much more, as well as blogging and wikis. Many of my older students use different social media sites and I think a wiki for things such as a book discussion would be useful and fun for the students. One of my long term goals is to get a set of Ipads for my library. Not only can tons of books be downloaded to them but the educational apps are awesome. l have a personal Ipad that I use on my smartboard with airserver. The students love using my ipad, especially on the big screen. The apps are great learning tools, and are fun for the students. To get ipads for my classroom I am going to have to beg, borrow, and plead. I am working with my local library board to help with funding, and I am also looking into grant writing. My other goal is to get more computers in one of my libraries. I have two school libraries, one has ten computers and the other has two. So it is a must to get more computers in that library. To get this technology into the hands of my students I plan to ask for donations of old computers that I can fix up and I am sending out letters to local businesses asking for their old laptops and desktop computers. I am also looking into different grants to buy computers. Both of my goals involve getting technology into the hands of my students. Learning to use technology is a hands-on process. It is my job to make sure that they have that technology to learn on. References Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1 Learning Theories.Com. (2013). Social Development Theory (Vygotsky). Retrieved from http://www.learning-theories.com/vygotskys-social-learning-theory.html Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Cooperative Learning

Cooperative learning is an instructional strategy that is part of the Social Learning theory. According to the book Using Technology with Classroom Instruction that Works, “cooperative learning focuses on having students interact with each other in groups in a ways that enhance their learning (Pitler, Hubbell, Kuhn, 2012, p. 73). This strategy has students working together, teaching each other, helping each other, to learn and create a product. This type of learning leans itself very well to technology. Using multimedia in cooperative groups can involve making videos, animations and websites. Pitler, Hubbell, Kuhn state that this “is a complex task that requires many roles and responsibilities…By nature, both multimedia projects and cooperative leaning groups require attention to detail in the planning process.” (2012, p.75). Students can build websites or use different sites, such as wikis, Facebook to collaborate. Another type of activity that works well with cooperative groups is WebQuests. These are “inquiry-based activities that allow students in a class or multiple locations to work together to learn about a particular subject or to tackle a particular project or problem.”(Pitler et al. 2012, p.83). WebQuests are very structured and “are designed to use learners’ time well, to focus on using information rather than looking for it, and to support learners’ thinking at the levels of analysis, synthesis, and evaluation (Pitler et al. 2012, p.83). They require students to think critically and increase depth of knowledge. Web-enabled multiplayer simulation games use human interaction inside a game. “Gaming simulation is an interactive learning environment that makes it possible to cope with complex authentic situations that are close to reality. At the same time, gaming simulation represents a form of cooperative learning through teamwork” (Pitler et al. 2012, p.84). The possibilities for learning with these types of learning are endless. Two other multimedia items that can be used in cooperative learning are shared bookmarking and course management programs. Shared boo marking sites allow a person to set up an account and bookmark websites in one place that can be accessed from any device that has internet access. Cooperative groups can use such sites to bookmark sites for their projects and categorize them. (Pitler et al. 2012, p.86). Anyone who has taking an online course has used some form of course management program, such as Blackboard. These sites are set up by teachers and are used to access information about a class, submit projects, and can be used for corporative learning. These sites have areas for learners to interact and collaborate on projects. Below I have Voice Thread I made to use in one of my classes. Voice thread is an online conversation that incorporates video, pictures, and people. It allows people to cooperate on projects from anywhere they have internet access. The project I have created is for one of my 4th grade classes. Enjoy!

Constructionism

Constructionism is what I would call hands on learning. According to Dr. Orey, constructionism states “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). I think it can place a student in the ZPD (Zone of Proximal Development), which is the difference between what a student can do with a MKO (More Knowledgeable Other) and what they can do by themselves (Learning-theories.com, 2013). When students are creating as they learn they are able to ask questions, have that hands-on understanding, and create their own understanding. Constructionism involves many different elements including rubrics, “presentation of work, Learner collaboration, Learners engaging in "genuine," authentic real-world tasks” (Orey, 2001). In the resources this week I read about generating and testing hypotheses. Both of these ideas correlate with the ideas of constructionism. According to the book Using Technology with Classroom Instruction that Works it states “four processes that teachers can use to help students generate and test hypotheses are (1) system analysis, (2) problem solving, (3) experimental inquiry, and (4) investigation” (Pitler, Hubbell, Kuhn, 2012). These tasks have students doing research, presentation of that research, asking and answering questions, and working together. These require critical thinking skills and depth of knowledge that we want to engage our students in. Technology is an essential tool for making generating and testing hypotheses easier. With new software students “spend more time interpreting the data rather than gathering data”, it allows for more inquire based thinking (Pitler et al. 2012, p. 205). Learning-Theories.com. (2013). Social Development Theory (Vygotsky). Retrieved from Learning-Theories.com: http://www.learning-theories.com/vygotskys-social-learning-theory.html 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. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.