Reflection:

As stated in the course text Technology Integration for Meaningful Classroom Use, a GAME plan requires an individual to “set goals, take action, monitor your learning, and evaluate your learning” (Cennamo, Ross, & Ertmer, 2009, p. 7).   In January, I developed a GAME plan that consisted of two goals based on two indicators in the NETS-T. The first indicator, indicator 2a, states that teachers “Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity” (NETS-T, 2008).   The second indictor I selected, indicator 3b, states that teachers “Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation” (NETS-T, 2008).  It is with these two indicators in mind that I established two driving goals for my overall GAME plan.

My first goal included developing various project options for students that incorporate different outlets of technology.   Initially, I included several project options for this goal including VoiceThreads, podcasts, iMovies, and Prezi presentations.  The second goal was to create a class blog where I could collaborate with both students and parents. Additionally the class blog was intended to help students correspond with one another and work together outside of the classroom.  After forming these goals, I began to take action and soon realized that I may have been to ambitious.  Therefore, I altered my goals and decided to focus solely on two technology tools that could be used for digital story-telling.  These technology tools include both VoiceThread and Prezi.  Once setting these boundaries, my goals became much more manageable.

The GAME plan process has helped me to achieve my technology goals in a controllable, flexible, organized fashion.  This process would be extremely beneficial for my students, as we gear up for more problem-based learning activities.  It will allow the students to set clear goals and monitor and adjust those goals based on their progress.  Moreover, giving students the opportunity to gain ownership of and think about their own personal learning expeditions.

My most recent Walden course has not only helped me to develop a GAME plan but has opened doors to incorporate problem based learning, digital story telling tools as well as other collaborative tools into my classroom.  Digital story telling tools can be integrated into various subject areas in the 4^th grade curriculum.  One area that I am planning to incorporate it, is in Language Arts.  Rather than writing book reports, students will be given the option to create a digital story in the form of a “book advertisement” incising their peers to read the novel.  In addition to digital story telling tools, I have brainstormed several content areas and specific lessons where I can incorporate problem-based learning activities.  I have already begun to do so in Science with a Global Warming research project and in Social Studies with an explorer activity.  I have learned so much throughout this course and I am thankful for my professor and colleagues who have supported me.

References:

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

International Society for Technology in Education. (2008). National education technology standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

Monitoring Your GAME Plan Progress

With technology integration in mind, I have created a GAME plan inspired by two of the NETS-T.  As previously stated, incorporated in my game plan are two goals, which include the integration of various digital tools as project options as well as the creation of a class blog.  With goals established, I then began to take action and seek out resources as well as support from my colleagues and administrators.  By doing so, I was able to attain a variety of resources and ideas, which have enabled me to push forward with my GAME plan.

In addition to creating goals and taking action, it is also imperative that I monitor and adjust my GAME plan when necessary.  As stated in the course text Technology Integration for Meaningful Classroom Use: A Standards-Based Approach, “Both self-monitoring and self-evaluation are considered essential components of self-directed learning” (Cennamo, Ross, & Ertmer, 2009, p. 11).  To aide in the process of monitoring my GAME plan, I have set aside time each day to reflect on my progress.  Each day I jot down thoughts, notes, and ideas in a journal as to what happened as well as why it may have happened.  The “key to effective reflection is the ability to go beyond a simple description of what happened [and] to consider why it happened” (Cennamo, Ross & Ertmer, 2009, p. 11).

After much reflection, I have come to realize that my original GAME plan goals may have been too ambitious.  Thus, I have decided to focus on one of my GAME plan goals and save the other for a different, separate GAME plan.  I have edited my goals and am now focusing on the inclusion and integration of digital tools as project options.  Now, I feel that I am better able to focus on this goal and attend to the tasks at hand.  I have continued to research and explore a variety of digital tools that can serve as project options for my fourth grade students.  Ultimately, I have decided to first introduce them to three digital tools, which I will provide as options for a culminating Social Studies project.  The three digital tools I have chosen to focus on are VoiceThread, digital concept mapping tools, and iMovie. 

Moving forward with my GAME plan, I have begun to create and generate examples using each of the three digital tools.  I feel that creating my own examples, will not only give students a preview of the final product, but also motivate and engage them.  I am truly excited as I continue with my GAME plan!

References:

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

International Society for Technology in Education. (2008). National education technology standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

Carrying Out Your GAME Plan:

          In order to strengthen my confidence and proficiency with the integration of technology in my classroom, I have created a GAME plan inspired by two of the NETS-T.  A GAME plan requires an individual to “set goals, take action, monitor your learning, and evaluate your learning” (Cennamo, Ross, & Ertmer, 2009, p. 7).  Incorporated in my game plan are two goals, which include the integration of various digital tools as project options as well as the creation of a class blog.

            With these goals in mind, it is imperative that I search for and surround myself with various types of resources.  These resources will allow me to carry out my GAME plan and effectively incorporate the use of digital tools into my daily teaching practices.  One resource that will assist me in accomplishing my GAME plan is my fellow fourth grade colleagues.  Like myself, they too are striving to effectively integrate technology into their teaching practices.  I have already shared my GAME plan with my colleagues who have readily helped me with the process, assisting me in the course of discovery and research of digital project options.

            In addition to my fourth grade cohorts, it is also important that I seek support from my administrators.  Knowing this, I have already met with my building administrators.  After meeting with both my principal and assistant principal and articulating the outline of my GAME plan, they have offered to assist me by generously giving me access to ten school iPads, as well as a small budget for iPad applications.  This has immensely jump-started my GAME plan, as it has allowed me to research and download several apps that I can later use with my students.  One of these applications is the iMovie app.  This application will allow me to have video production as one of my digital project options.  Another iPad application that I researched is the MindNode application.  This application provides students with tools that will allow them to brainstorm, plan, and manage projects.  MindNode, although not a project product application, can benefit my students during the project process.

            In the media segment Promoting Self-directed Learners, Dr. Peggy Ertmer describes four attributes that are crucial when integrating technology.  One of those attributes is confidence (Laureate Education Inc., 2010).  It is not merely discovering or researching the possible digital project options, but gaining the necessary confidence to facilitate their use in the classroom.  As a student, I learn best by doing.  With this in mind, I have begun to seek out seminars, as well as other professional development opportunities.  Thus far, through the New Jersey Education Association, I have registered for TechCon 2013, which is an all day event that provides education on digital tools such as Smartboards, Googledocs and more!  Although TechCon is not offered until July, I believe that the experience will help me to expand and continue my GAME plan well into next school year.

            In addition to support from colleagues and administrations, seminars, and conferences, I have also sought out online tutorials for digital technologies such as VoiceThread, Prezi, and digital story telling tools.  It is important that I am able to navigate the tools that I will later introduce to my students.  To do this, I must first practice using the tools and applications that I have found. 

            As I move forward with my GAME plan, I am happy with the resources I have found thus far.  I cannot wait to see what I will discover next!

References:

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

International Society for Technology in Education. (2008). National education technology standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

Laureate Education, Inc. (Executive Producer). (2010). Promoting self-directed learners [Video webcast]. Retrieved from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1958377_1%26url%3D

Developing Your Personal GAME Plan:

“Over the last few decades, as technology has become more prevalent in our everyday lives, both educators . . . and industry leaders have increasingly stressed the importance of developing students’ creative and critical thinking skills” (Cennamo, Ross, & Ertmer, 2009, p. 23). As I continue on my journey of obtaining a master degree in Integrating Technology, I have begun to generate new goals as well as a GAME plan to enhance students’ creativity through the integration of technology.  With a growing understanding of technology, its forms, and possible practices, I am confident that I can move forward and begin to enhance students’ learning, in turn preparing them for the digital world.

As described by Dr. Katherine Cennamo, in the media segment Promoting Self-Directed Learning with Technology, self-directed learners must develop a GAME plan (Laureate Education Inc., 2010).  GAME requires learners to “set goals, take action, monitor your learning, and evaluate your progress” (Cennamo, et al., 2009, p. 7).  In order to develop my goals and establish a GAME plan, I first visited the Web site for the International Society for Technology in Education or ISTE.  Through this website, I analyzed the Nation Education Standards for Teachers or NETS-T, examining both its standards and indicators.  By doing so, I have determined which indicators I feel most comfortable with as well as those that I need to improve upon.

The two indicators in the NETS-T that I have decided to focus on and strengthen include indictor 2a and indictor 3b.  NETS-T indicator 2a states that teachers “Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity” (NETS-T, 2008).  With this standard in mind, my first goal is to develop various project options for students that incorporate different outlets of technology.  This could include, but its not limited to, the use of VoiceThreads, podcasts, iMovies, and Prezi presentations.  By providing students with various learning experiences and product options, I can better promote creative thinking.  Creative thinking “is not a single process or skill . . . it involves many different cognitive skills” (Cennamo, et al., 2009, p. 25). 

To take action, and achieve this first goal, I must begin by familiarizing myself and becoming confident with the various corresponding technological tools.  Thus far, through various graduate courses, I have already become somewhat confident with several technological modalities including the creation of VoiceThreads, and podcasts.  Still, there is always more to learn and master when it comes to technology.  Once confident and proficient, I must then review the technology tools with my students.  I can do so by allowing them to explore and create projects, using technology such as VoiceThreads, podcasts, iMovies, and Prezis. 

In addition to my first goal, my second goal focuses on NETS-T indicator 3b which states that teachers “Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation” (NETS-T, 2008).  To complete this goal, I will create a class blog.  Through this blog, I can collaborate with both students and parents.  Moreover, students will be able to correspond with one another and work together outside of the classroom.  Technology, such as blogs, gives students “access to people, resources, or locations that would be impossible to get to without it” (Cennamo, et al., 2009, p. 32).  A class blog can serve as an outlet for students to contact each other as well as others around the world.

While completing each goal, I will monitor students’ progress as well as my own progress.  I will do so by collecting pertinent information through both anecdotal and reflective notes.  Based on this information I will then adjust my teaching accordingly, and if needed modify the learning strategies.  Lastly, I will evaluate and possibly extend my goals.  While evaluating the successes of technology in promoting creativity as well as collaboration, I will ask for input from my students.  Thus determining a better all-around outcome.

I am excited and ready to tackle my goals, while creating an environment rich with technology and authentic learning experiences!

References:

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

International Society for Technology in Education. (2008). National education technology standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

Laureate Education, Inc. (Executive Producer). (2010). Promoting self-directed learners [Video webcast]. Retrieved from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1958377_1%26url%3D

Final Reflection:

            As my current Walden course draws to a close, I have taken some time to reflect on what I have learned and how it will affect my ability to effectively and appropriately integrate technology in my classroom.  In Week 1 of this course I was asked to describe my personal learning theory of learning.  Through that application, I described my personal learning theory as a fusion of elements influenced by several other learning theories.  The theory I felt was most heavily represented amongst them, was the constructivist perspective.  Constructivists, view learning as “an entirely unique product for each individual based on the experiences within which those mental processes occurred” (Lever-Duffy & McDonald, 2008, p. 17).  Although I still feel that the constructivist learning theory is prevalent in my teaching, I have come to realize that it is not alone. In some way, shape or form, the behaviorist, social, and cognitive learning theories are also present in my teaching. 

          This course has helped me to deepen my knowledge and understanding of learning theory and the use of educational technology.  As we continue to move forward into a digital age, it is imperative that we as educators embrace technology and incorporate it into our daily teaching.  Through this course, I have learned about and explored several new technology resources.  Moreover, I was able to interact with these new resources, and learn first hand the benefits they provide.  Some of the technology resources I utilized in this course include a blog, interactive concept mapping tools, and voicethread.  These technology tools allowed me to cooperate and collaborate with my colleagues in a way I had never experienced.

          I am excited to make some immediate adjustments and incorporate new technology tools into my instructional practice.  Two technology tools that I would like to begin with are a blog and the use of voicethread.  A blog and voicethread, are tools that will greatly help me in both supporting and enhancing student learning.  By creating a class blog, I will be more easily able to communicate and collaborate with my students.  As stated in the course text Using Technology with Classroom Instruction that Works, “using a blog is similar to facilitating a focus group online” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 34).  Initially, I am looking to use the blog as a way to get to know my new upcoming students.  As the year progresses I would like students to work in small groups to create their own group blogs.  In addition to incorporating blogs I would also like to use voicethread.  VoiceThread, is similar to a PowerPoint in that it allows its creator to generate slides that can include images, documents or videos.  Futhremore, VoiceThread incorporates comments from the creator and its visitors, which can be made by audio, typed text, or phone.  I have already created a voicethread to welcome my new students, and posted it on my webpage.  As the year progresses, I would like to use voicethread as a project option for students to choose from. 

          My repertoire of technology tools and instructional skills has truly expanded as a result of this course.  Although I used a variety of the instructional skills prior to this course, I was not utilizing them as effectively as I could have been.  Now I have gained the knowledge needed to employ these instructional strategies to engage students and truly enhance their learning.  To do so, I have written two goals to work on throughout the year.  My first goal is to make a more conscious effort to create lessons that are student center.  While lesson planning, I will estimate the amount of “teacher talk” per lesson and cut it in half.  I can do this by replacing some “teacher talk” with more student centered activities, and project based learning activities.  My second goal is to include one form of technology in each of my lessons. 

          I have learned so much through this course!  I am excited to apply what I have learned with my students and use it to become a better teacher.

References:

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc.,  custom ed.). Boston, MA: Pearson Education, Inc.

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