Course Reflection

Looking back on my GAME plan, I think I was a bit ambitious with my time frame. Although I did not make as much progress as quickly as I had planned, I still believe my plan was beneficial. The insights I have gained both from this course and my GAME plan can be applied in my instruction.

First, I came to realize what a great resources my colleagues could be. As I was trying to figure out how to use the new Mobi tool, my fellow teachers were helpful in offering me thoughts on their own experiences using the device. This helped me develop some ideas as to how I may want to utilize this tool with my own students.

I also plan to incorporate Problem Based Learning into my instruction. Not only is this strategy more learner-centered, but it is very motivating for students. PBL involves a real-world problem that students solve as self-directed learners (Ertmer & Simons, 2006). It seems like a daunting task, but I plan to modify some of my current projects to better reflect PBL principles.

Finally, my new familiarity with the NET-S standards has made me believe in the importance of incorporating these goals into my instruction. I would like to collaborate with the teachers with whom I coteach to infuse these standards into their classes. I know each teacher has a different style, so I look forward to seeing how each one chooses to utilize these technology goals in their classrooms. Overall, this course gave me insights into the various ways technology can be incorporated into learning. I am excited, both for myself and for my students, to begin applying these new strategies.

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.

Using the GAME Plan Process with Students

The NETS standards for teachers and students are based upon the same concepts of integrating technology into instruction. I found that the standards for students are more detailed, however. I feel that by following this set of criteria, I could more easily plan for specific activities involving technology.

In order to include my students in the GAME plan process and these standards, I would present the list to my class for them to see. I want them to become familiar with the goals that I would like to incorporate in our class. I also might ask students to work in small groups to identify the standards that they would most like to focus on. Another idea I had was to focus on a certain standard (ex. Creativity & Innovation) each month or unit, so we could tackle the list in a systematic way.

As a class, we can create a GAME plan together for reaching our goals. This strategy is one that I would want my students to use on their own eventually, maybe while completing a long-term project. Completing a plan together as a class would be a good way to introduce this technique and model the appropriate way to follow through with goal setting. The most important thing to me while trying to integrate technology into my instruction is the involvement of my students. I always want them to feel like they are valued members of the class and that their opinions are valued.

Revising my GAME Plan

One of the most interesting things I have learned so far in this course is how to use Problem Based Learning in the classroom. These types of learning experiences can be coupled with online collaboration tools to create meaningful learning experiences that are infused with technology. PBL promotes students autonomy in the learning process (Ertmer & Simons, 2006). This type of project would be great to use with my secondary students, who will be responsible for their own learning in just a few, short years. I would like to incorporate more of these types of experiences in my teaching, while still staying focused on integrating more technology tools as well.

Looking at the ISTE-NETS standards, I would like to focus on one in particular, promoting student reflection using collaboration tools. Reflection is a key element of PBL, according to Ertmer and Simons (2006). I have found that most students do not engage in reflective thinking on their own, so this is something I must guide them through. Thinking back on one’s progress, identifying areas of strength and need, and looking forward to next steps are the pieces of reflection. I can support my students in this process while incorporating collaboration tools like wikispaces. PBL lends itself to the use of collaboration tools, which can in turn be used as a means of reflection. In addition to the goals I have set previously for myself, I would like to work towards creating a PBL project for my students to engage in meaningful, collaborative learning.

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.

Evaluating my GAME Plan Progress

While working towards my goals, I have hit a snag in my plan. I had planned to research blogs to get new ideas about tech tools and innovative ways to use them. The Mobi device that I would like to incorporate in class is a new piece of technology, so I am having trouble locating resources that will help me as I develop a lesson plan. To adjust my course of action, I have found a few teachers in my school who have already used the Mobi with their students. I still have to pick their brains to get some tips, but I would also like to observe a lesson where they actually use this tool in their classes.

So far on this journey, I have gained some insights about incorporating technology into the learning experiences I provide for my students. Most importantly though, I have learned never to assume students have background knowledge. Whether it be related to content or how to use a piece of technology, we can never plan based on the notion that we can skimp on providing background information. Especially with new educational technology, like the Mobi, that kids most likely have not seen outside of school, proper use must be explicitly taught.

My next step, in addition to observing my colleagues use the Mobi, will be to determine a way of systematically teaching students about this new device. This means I will have to determine how I plan to incorporate this tool first before sharing it with my students. I am curious as to the ways in which my peers have taught students about using new technology in class. I am open to any suggestions!

Monitoring My GAME Plan Progress

As of right now, I do not think I need to modify my plan at all. Currently, in keeping with my goals, I am trying to find a way to incorporate the Mobi tool I recently learned about from our media specialist. I have been searching online for ideas of how to incorporate this tool into instruction, but have had little success. I am assuming because this technology is new, teachers have not had a chance to share their ideas on blogs and so forth.

I have, however, been brainstorming on my own of how to use this tool in the classroom. I was thinking about having students make their own assessments on the Mobi. Perhaps as part of a jigsaw-type assignment, when students are teaching their peers, the final evaluation could include a quick quiz for their peers to demonstrate what they just learned. This may take a lot of preparation on my part to ensure the students know how to create Mobi files, and can use it properly.

Through this experience so far, I have learned that I must become 100% comfortable with using a piece of technology before I expect my students to use it. Sometimes we automatically assume our “digital natives” will catch on quickly, but that is not always the case. I found this out today while working in Microsoft Publisher with a student. We cannot make assumptions about our students’ background knowledge in any sense, whether it is about content we are teaching, or tools we expect them to use in the classroom.

Carrying Out my GAME Plan

As I work towards my goals, I have chosen a class and teacher I want to work with to integrate a UDL approach for instruction. I have already started creating a class profile matrix that helps me outline and visualize the students’ strengths and needs as learners. I need to complete this summary before I can even think about moving forward in choosing technology tools for a lesson.

I still plan to explore certain resources further as I pursue my goals. I have already inquired with our media specialist to find out the technology we have available in our school. I also plan to learn from my Walden colleagues as they also work on integrating technology into their own lessons. I have also subscribed to several educational technology blogs, including http://ilearntechnology.com/ and http://www.freetech4teachers.com/. These resources have been excellent in opening my eyes to various tools that I could incorporate in my lessons.

My next step, after I complete the class profile, will be to identify an upcoming lesson that could be modified to fit the UDL approach. Then, I can use the students’ profiles to determine appropriate tools that will support them in their learning.

GAME Plan

After much self-reflection, I have determined two areas in which I would like to improve when it comes to integrating technology into my teaching. I have decided that I will focus my time and energy on the following International Society for Technology in Education standards (ISTE, 2008):

2c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

3a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

In order to achieve these goals, I need to take several actions. To accomplish indicator 3a, my first step will be to stay abreast of new educational technology that I can use in my classroom. I plan to read educational blogs and access the expertise of the technology experts in my school system (King-Sears & Evmenova, 2007). This also means I must become familiar and comfortable with using these tools on my own, before even considering their use in my instruction. This leads to indicator 2c, applying technology to meet the diverse needs of my students. If I become an expert on certain tools, I will be able to integrate technology that is best suited to my students’ strengths and needs.

Once I conduct some research and become familiar with the technology, I will approach the educators I co-teach with and get their insights and suggestions into the integration of these tools. Working together, we can determine the best ways of supporting our students with educational technology.

To monitor my growth, I will check my progress weekly. I would like to start researching tools in the first week, and by the second, I should be discussing the options with classroom teachers. My goal is to incorporate new digital tools into one classroom setting per month.

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

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.

Reflective Essay

Students today are inundated with new technology. This course shed light on the 21st century skills that we must teach our students if we want them to be successful in our digital society. These new tools require an entirely new skill set, new literacies if you will. According to November (2008), we must “teach our students how to think critically about this media,” (p. 3). Our role as educators has shifted and this course allowed me to take the first step in preparing my students for their futures.

By completing a 21^st century unit plan, one that integrated my content with new literacies, I was able to see first hand just how seamlessly the two fit together. At first glance, it seems these new literacy skills and content curriculum are mutually exclusive. That could not be further from the truth. Now that I have experience integrating these 21^st century skills into a content unit, I feel more prepared to do this in future lessons. In fact, many of the projects I already assign my students require them to use these new literacies. This course has taught me the importance of letting these skills share some of the attention that our curriculum objectives receive. Students should be aware that they are learning strategies for effectively searching the internet, for example. They should also be made aware of how mastering these new literacies will benefit their futures in a digital workplace. This course showed me how I could begin shaping my students into digital citizens.

To continue building on the insights I have gained in this course, I have set a professional goal for myself. I would like to infuse more lessons with 21^st century skills, eventually covering my entire curriculum. By incorporating these goals in my subject area, I can be sure my students are learning these valuable skills. My hope is that I can share this idea with my administration, and they will have other content areas follow my lead. Now more than ever, it is essential that we prepare our students to become citizens that will thrive in our increasingly digital world.

November, A. (2008). Web literacy for educators. Thousands Oaks: Corwin Press.

Final Reflection

In reviewing my Personal Theory of Learning from eight weeks ago, I notice many principles that I still hold true. Nevertheless, I hold new beliefs that will enhance my theory of learning. I still believe that learning is an active process where students must relate new concepts to prior learning experiences. However, throughout this course, I have learned many strategies that emphasize learning as a social process. Social learning theorists promote the notion that learning is a social process, and that we learn through our interactions with others and the feedback we receive (Orey, 2001). I have modified my personal theory of learning only slightly, however, I believe it is enhanced with the addition of tenets from social learning theory.

In order to enhance my current instructional practices, I intend to change my mind set regarding the use of technology. It is not enough to integrate any web tool into my instruction anymore; I must consider which tools will engage my students as active learners (Laureate Education, 2009). Elaborating on this notion, Wang (2008) noted, “Teachers need to plan thoughtfully” when integrating these tools into instruction (p. 411).

Throughout this course, I have researched a variety of technology tool, and I feel I can purposefully select who that will enhance my students’ learning experiences. Concept mapping software truly embraces my personal theory of learning, that students must relate new knowledge to their prior understandings. Concept maps are visual representations that link new ideas to old concepts students have previously learned (Novak & Cañas, 2008). Secondly, I plan to incorporate the use of blogs in my classroom. In addition to creating their own blogs, students can follow the blogs of others and respond to them. This collaborative tool has many potential benefits, including facilitating class discussions (Echlin, 2007). Using blogs, I fulfill my newfound belief that learning is a social process and our interactions with others assist this process.

As I grow as an educator, I must fully embrace the potential impact of technology in my instruction. One goal I have to help me achieve this is to stay abreast of technological advances. I can do this by subscribing to technology blogs and conducting internet research. This way, I will be able to evaluate the newest tools in relation to their potential use in my classroom. Secondly, I plan to use my students as a resource in incorporating technology in my instruction. Involving my students not only shows that I value their opinion, but it will allow me to include tools they are comfortable using.

Technology will remain a reality in the realm of education for as long as I remain a teacher. As long as I continue to support its use in my classroom, I feel that I cannot go wrong. This course has taught me that I must utilize educational technology to its full potential, and that includes conducting research on the range of tools available and evaluating their potential benefits on my instructional practice.

Echlin, H. (2007). Take your class to the internet: how to set up a blog in your classroom. Retrieved from http://www.edutopia.org/digital-discussion-take-your-class-to-internet

Laureate Education, Inc. (Executive Producer). (2009). Instructional tool vs. learning tool. Baltimore: Author.

Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Wang, Q. (2008, November). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education & Teaching International, 45(4), 411–419.

Cooperative Learning

Cooperative learning involves students working together towards common goals. According to (Orey, Cooperative learning, 2001), this process “involves a series of steps, requiring students to create, analyze and apply concepts.” This instructional strategy promotes student dialogue to foster the generation of ideas through discussion and debate (Orey, Cooperative learning, 2001). Cooperative learning supports the basic assumptions of social learning theory.

Social Learning theories assert that learning occurs by way of our interactions with others (Orey, Social constructivism, 2001). Theorists who maintain this notion of learning also claim that learning is a social process, stressing “the need for collaboration among learners,” (Orey, Social constructivism, 2001). These core beliefs mesh well with cooperative learning strategies. Another principle of social learning theory is that people learn through observing others. By its very nature, students involved in cooperative learning observe the behavior of their peers, learning through watching their behaviors.

One specific strategy that promotes cooperative learning is a jigsaw activity. Students engaged in a jigsaw are responsible for collecting information on a specific topic, and reporting it back to their group (Orey, Cooperative learning, 2001). To incorporate educational technology into this strategy, students could utilize Google Docs and Google Notebook. These online tools enable students to work together in a virtual environment, allowing them to share information in real time, even when they are in different locations (Hargis & Wilcox, 2008). I put my own spin on the traditional jigsaw activity to further promote the principles cooperative learning. After each member shares his or her research with the rest of the group, they will need to synthesize the information further, to solve a problem as a group. This way, the structured problem-solving aspect of cooperative learning is met.

Hargis, J., & Wilcox, S. (2008, October). Ubiquitous, free, and efficient online collaboration tools for teaching and learning. Turkish Online Journal of Distance Education (TOJDE), 9(4), 9–17.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Cooperative learning. Retrieved from http://projects.coe.uga.edu/epltt/

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Social constructivism. Retrieved from http://projects.coe.uga.edu/epltt/

Student - Centered Learning

Constructivists contend that learning is a process in which learners must be actively engaged in order to develop new understandings (Orey, 2001). Today, there are many new instructional approaches that support this theory of learning. A variety of strategies can also be used in the classroom to support student engagement and their creation of knowledge.

One such way to involve students in the learning process is through generating and testing hypotheses. This strategy can be used in all areas of the curriculum. Generating and testing hypotheses involves a structured process, through which teachers should guide their students (Pitler, Hubbell, Kuhn & Malenoski, 2007). Learners begin with a theory, then conduct research and collect data to support or disprove their hypotheses. A key piece to this strategy is the end result, when students must clearly explain their conlusions (Pitler, Hubbell, Kuhn & Malenoski, 2007).

Much like constructivist theorists recommend, the generating and testing hypotheses strategy is a student-centered activity. Learners are engaged in problem solving a real-life situation while they conduct their investigations. As noted by Pitler, Hubbell, Kuhn and Malenoski (2007), this strategy is “experimental inquiry” in the classroom (p.203). Incorporating constructivist strategies like this truly allow students to assume an active role in their own learning.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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

Cognitive Learning Theory in Action

Cognitivism stresses the role of the brain in the learning process. Theorists contend that the brain arranges new information in organized structures (Orey, 2001). This week, I discovered many strategies that support this theory of learning.

Several pre-learning strategies can facilitate the brain’s desire to organize new knowledge. Cues provide with a preview of what they are going to learn (Pitler, Hubbell, Kuhn, * Malenoski, 2007). Giving learners a clear sense of what is coming helps them prepare for the lesson. A second strategy, questioning, can help students call upon their prior knowledge as it relates to the upcoming lesson (Pitler, Hubbell, Kuhn, * Malenoski, 2007). According to Orey (2001), prior knowledge is essential for the comprehension of new information.

During learning, teachers can support students’ mental processes with different techniques. Activities like note taking make it easier for students to take in and organize new knowledge (Pitler, Hubbell, Kuhn, & Malenoski, 2007). While they are learning new information, note taking assists in the structuring of concepts in a logical order.

Finally, post-lesson strategies like concept mapping can be used to promote connections between new and old knowledge. According to Dr. Orey, these tools actually replicate the networks and relationships that our brains try to create with our knowledge (Laureate Education, 2009).

The key principles of cognitive learning theory promote the organization of knowledge before, during, and after learning. Theorists contend that structure is key when presenting information (Laureate Education, 2008). Using techniques like cueing, questioning, note taking, and concept mapping facilitate in the structuring of new knowledge that according to these theorists, is the cornerstone of learning.


Laureate Education, Inc. (Executive Producer). (2009). Cognitive learning theories. Baltimore: Author.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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

Behaviorist Strategies in the Classroom

Many classroom strategies incorporate the principles of behaviorism. The two highlighted in this week’s resources, “reinforcing effort” and “homework and practice” exemplify the ideals of behaviorist learning theorists such as Watson and Skinner.

Reinforcement is just one principle associated with behaviorist theory. According to Dr. Orey, reinforcement is actually the primary tenet of behaviorism (Laureate Education, 2009). The strategy of reinforcing effort aims to change the way students perceive the relationship between effort and achievement (Pitler, Hubbell, Kuhn & Malenoski, 2007). A 5^th grade teacher utilized this technique in her classroom. She asked her students to fill out rubrics that would assess the effort they put forth each day during a particular unit. She had them format a spreadsheet that, once they entered each assessment grade, would depict the relationship between each student’s perceived effort and the grades they earned. By providing feedback and demonstrating that in fact, effort and achievement are in direct correlation, this teacher changed her students’ behaviors: their thinking. Another way “reinforcing effort” promotes behaviorist theories is by way of observational learning. Seeing their peers achieving success through maximum effort will influence student behavior as well (Orey, 2001).

A second strategy that relates to behaviorism is “homework and practice.” Smith (1999) contends that one of the four key principles of this theory is the notion that repetition is essential for student learning. Elaborating further, he reiterates, “Skills are not acquired without frequent practice,” (p. 1). Homework offers learners the opportunity to hone the skills addressed in school that day. An integral piece of homework, as noted by Magliaro, Lockee and Burton (2005), is the correction of this independent work by teachers. This ensures “correct interpretation and application of the targeted content (p. 45). To incorporate technology with this strategy, teachers could assign homework of online games that reinforce the day’s concepts. Not only are internet games motivating for students, but also the plethora of activities available makes it easy for teachers to find one that relates specifically to the topics they want students to practice.

Laureate Education, Inc. (Executive Producer). (2009). Behaviorist learning theory. Baltimore: Author.

Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. ETR&D, 53(4), 41–54.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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

Smith, M.K. (1999). The behaviourist orientation to learning, the encyclopedia of informal education, www.infed.org/biblio/learning-behavourist.htm

Final Reflections

This course has opened my eye to a completely new world of opportunity for me as a teacher. I was accustomed to using technology to “do things differently” as opposed to “doing different things.” I feel that this course has exposed me to new tools that I can now use in my classroom. Not only am I capable of using these tools in my classroom, but I feel confident that I can use them to enhance the learning experiences of my students. Because I am now comfortable with these tools, I can provide guidance to my students as they learn to harness the power of these tools.

Once I complete this course, I will continue to expand my knowledge of how to integrate technology into my classroom. As I have done throughout this class, I will check several technology blogs to stay abreast of the latest information. These blogs are excellent resources for learning about new tools as well as innovative ways to incorporate them in the classroom. I also plan to update my own blog periodically to generate discussions regarding the use of technology in schools.

To ensure that I follow through with my plans to continually integrate technology into my classroom, I have set two long-term goals. First, I plan to have a class blog up and running by the beginning of next school year. The blog will be used to facilitate class discussions. My students this year are guinea pigs to the whole project. I hope to iron out the kinks so it will be in full use for next year’s students. Secondly, I plan to be an advocate for technology use in my school. I will keep my administration up to date on the new ways our staff can be using these tools in their classroom. I can also work closely with my principal to create professional development opportunities for the staff. This course has provided me an excellent foundation so that I can continue to infuse technology in my classroom.

Student Technology Survey

Here is the link to a podcast I made with my students. I asked them about how they use technology at home and at school. There responses might surprise you...


Survey

21st Century Schools

The organization Partnership for 21st Century Skills has developed a framework for integrating “21st century skills” into our school’s curriculums. This in depth plan outlines the key elements of a 21st century education, including the skills students will need for the future, as well as new content that students will need to learn.

Our schools are struggling to keep up with the fast-paced changes in our society, including the introduction of new technologies. The push towards 21st century learning that the Partnership is spearheading is essential if we wish to prepare our students for their futures. I was surprised to learn that the framework proposed the Partnership aligns with No Child Left Behind. Their recommendations “complement” NCLB, in fact, and would help schools meet the legislation’s goal of students achieving technology literacy.

I have one issue with the organization’s proposal, however. They encourage the use of “21st century tools” to develop the skills our students will need in the future. These include computers, video and audio recorders, as well as other various tools which students must have access to in order to become technology literate. The plan lacks an explanation as to how our school systems will be able to provide these tools for all students. They make no suggestions as to how this technology can become affordable and available to ensure all of our nation’s students have equal access to the technology that will prepare them for their futures. With such a comprehensive plan, I am surprised that they did not address this issue.

Overall, I think the Partnership’s plan will open the eyes of school officials. When it is spelled out in black and white, it is hard to ignore our schools’ sluggish response to society’s digital revolution. Even though it will be a long journey for schools to transform their curriculums, this framework provides schools with plenty of small changes that can be made along the way.

Blogging in the Classroom

I am a special education resource teacher in a career technology school, and I serve students in a variety of classes including Automotive, Architecture, Visual Communications, and PC Systems. Because these content areas are vastly different, I have come up with some ways that blogs could be used effectively in some of these courses.

The automotive instructor and I have been brainstorming ways to use video in his class. We determined that students could develop How-To videos for completing a variety of tasks, including alignments and tire rotations. Keeping with the theme of blogging in the classroom, students could post their videos to a class blog, and “build a body of knowledge,” (November, 2008).

I also thought about how blogs could be utilized in the architecture class. Students are frequently asked to analyze a structure and comment on several areas of its design. To make this task more efficient, the instructor could post the pictures of the structures on a class blog, and students could post their responses. Building upon this idea, students could also be responsible for responding to the ideas of their classmates, which is something they cannot do by simply turning in their own paper and pencil responses in class.

Students are motivated by the use of blogs, which connect them to a global audience (November, 2008). They can serve a variety of purposes in the classroom; taking into consideration grade level and content, there are countless ways to utilize these tools to enhance instruction.

November, A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin Press.