A GAME plan is a four step, self-directed, learning process
which requires you to think about and take steps to direct the learning
process, specifically while learning about technology and how to integrate it
into the curriculum (Cennamo, Ross, & Ertmer, 2009). As I worked on my GAME plan during this
course, I realized I have actually accomplished much of what I intended to do. Regarding
the first indicator of focus, Standard 1C – Facilitate and inspire student
learning and creativity (International Society for Technology in Education,
2008), I have greatly challenged my students to use collaborative tools to
clarify their conceptual understanding and thinking. This was done by creating a blog for them to respond
on a writing prompt and to collaborate using Google Slides to demonstrate
content knowledge. During this course alone, I have learned about so many tools
I can use in different content areas. I
also noticed that this particular focus area is one that does not end. With the constant evolution of technology and
even the upgrading of current technological tools there needs to be a constant
evaluation of what I use with what is next.
One example is how I found a new use for PowerPoint. Generally it is tool to present information,
but I used it as a tool to create a digital reader’s theater in such a way the whole
class participates in a complete story. With all these tools that are available to me,
I still need to weed through resources that are more effective and build upon
them while setting aside those that do not quite meet the needs for me or my
students. I still would like to have a set
of lessons that I do every year that integrates technology that will suffice
the needs of a 21st century learner. I have started a pretty good list.
My second focus of my GAME plan is Standard 5C where teachers
are expected to continuously improve their professional practice, model
lifelong learning, and exhibit leadership in their schools by promoting and
demonstrating the effective use of digital tools and use by evaluating and
reflecting on current research and professional practice on a regular basis in
support of student learning (ISTE, 2008).
With this I have become a more active participant as a site technology
coordinator at the district level. Even though
my responsibilities lies at my school site, I am currently involved in setting
up the first annual Tech Fest Day in which teachers in our district attend
sessions and share ways they integrate technology in their classroom. It is an opportunity to gather ideas from
fellow teachers on their instructional strategies on how they integrate
technology in their classroom. I
involved myself on the ground floor of this technology sharing event where we came
up with session ideas, incentive giveaways, and recruiting presenters for the
event. There is still a lot to do, but
we are well on our way to making it happen. 
I also am registered to go the upcoming
CUE conference in Palm Springs. It is a
huge conference for those who are looking to see how technology can support
student achievement. I will be attending session panels, workshops, listening
to featured speakers, and perusing the exhibit hall for the latest in
technological resources. When making my decisions
in choosing what potions of the conference I will attend I have to keep in mind
what will information will benefit the staff at my site. I need to remember not everyone at my school
site will be going (only two of us) I am there for them also, not just me. Because of this, I do realize not everything
will lend itself to the needs of my district or school site, and I need to
analyze what information is worthy of reporting back and what I do not need to elaborate
on. This GAME plan focus is also one
that is an ongoing venture. As
self-directed learners, the GAME plan allows us to customize our approach to
learning tasks, to develop relevant skills that are important to us and
prepares us for lifelong learning (Cennamo, et al., 2009).
As a result of my learning from this course I have a better
understanding on how to implement effective problem-based learning, social
networking or collaboration, and digital storytelling lessons, and making them
effective and tangible for students to succeed at their level.
Project-based learning allows students to
practice self-directed learning, collaboration with their peers, apply a broad
range of skills and concepts, and explore content in an authentic and
meaningful way (Laureate Education, 2009b).
While I have dabbled in some of these types projects with my
students in the past, it has never been as in depth like the lesson I have
created for this course. By analyzing different aspects of the projects and creating
rubrics for specific assessments, I can see how to systematically present and implement
a project successfully and effectively. This made me realize there is should be as much
emphasis in the planning of the lesson as much as the execution of the lesson. I
also need to realize that not everything goes as plan and there needs to be
room for flexibility but not at the expense of experience and achievement.
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.
International
Society for Technology in Education. (2008). National education standards for
teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
Laureate
Education, Inc. (Executive Producer). (2009a). Integrating technology across the
content areas: Spotlight on technology: Digital storytelling, part 1.
Baltimore, MD: Author.
Laureate Education, Inc. (Executive
Producer). (2009b). Integrating technology across the content areas:
Spotlight on technology: Problem-based learning, part 1. Baltimore, MD:
Author.
Laureate
Education, Inc. (Executive Producer). (2009c). Integrating technology across the content areas: Spotlight on
technology: Social networking and online collaboration, part 2. Baltimore,
MD: Author.
