EDUC 6713 - Reflection

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 21^st 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).

Social networking and online collaboration tools offers plenty of opportunities for learning and interactivity.  Students can create blogs, upload different types of media, publish a variety of content and interact with pears around the world.  Teachers can easily manage work, differentiate instruction, and give and receive ongoing feedback (Laureate Education, 2009c). 

When students are task to create a digital storytelling they build their understanding of the media being used, strengthens the students visual literacy, improves their writing skills, and allows students to share stories with a wider audience.  Digital storytelling can be composed of still photos, video clips, animations, narration, music, and scripted acting (Laureate Education, 2009a).  

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.