As I monitor my GAME plan progress (Cennamo, Ross, & Ertmer, 2009), let’s first re-visit my goals. Not only do I want to integrate more technology into my assessments, but I also want to utilize blogging with students from other classrooms and other cultures to enable my students to build their global awareness. So, how is my GAME plan moving along?
As far as finding the information and resources I need, I was pleasantly surprised to discover the topic of this week’s instructional focus in our class at Walden University to be assessing content learning. In addition to gaining information about the steps teachers should take in determining effective assessments, I also learned about technologies that can help me collect and analyze data quickly, such as handheld devices and software for graphing (Laureate Education, Inc., 2009). Furthermore, I learned about four different types of assessment formats that included forced-option, open-ended, performance-based, and project-based, as well as various ways I can implement technology for each type of assessment (Cennamo et al., 2009). Therefore, I can honestly say that the learning resources presented this week in my current class definitely provided me with some valuable information to use as I move forward with my goal to integrate technology into my assessments.
I currently do not feel the need to modify my action plan; I simply need to make sure that I follow through with it, especially now that my school has let out for the summer and I can gradually work on building technology-enhanced assessments and networking with other teachers with whom I can establish collaborative blogging projects.
I have already been perusing online for websites geared toward teachers that might allow me to browse classroom profiles, such as grade level and subject area, so that I can begin communicating with my fellow teachers in preparing for collaborative blogging projects once the school year starts. What I have learned is that I need to allow myself more time for this than I thought would be necessary. I haven’t exactly found the information I am looking for just yet.
So, to my fellow classmates, I would like to ask for your advice on the following questions:
Have you found any websites that would be helpful for me that are geared toward allowing teachers to network with one another in attempt to build collaborative relationships between their classrooms? If so, could you share those websites with me or offer any advice about how I might narrow down my search? Also, would you suggest establishing just one ongoing blog project throughout the year with the same collaborating classroom, or would you recommend trying to set up a few shorter projects? If I established just one, my students would build deeper academic relationships with their peer bloggers over time, and this would also seem more feasible. However, if I set up a few shorter blogging projects with various classrooms, my students would have more opportunities to build their cultural awareness. What are your thoughts on this? I would appreciate any feedback you could give me. Thanks!
Amanda Bryant
8th grade reading/language arts
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009).Technology integration for meaningful classroom use. A standards-based approach. Mason, OH: Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Program seven. Assessing student learning with technology. Integrating technology across the content areas. Baltimore: Author
Wednesday, May 26, 2010
Thursday, May 20, 2010
Continuing my GAME plan
Last week, I had the opportunity to set my personal GAME plan (Cennamo, Ross, & Ertmer, 2009) describing how I intend to become more proficient at implementing technology into my classroom. Now that I have learned more about technology’s possibilities in terms of flexibility for helping me to enable ALL of my students to reach their learning goals (Laureate Education, Inc., 2009), I am excited to review my GAME plan to examine how I am coming along in carrying it out.
As I described last week, my two main goals currently are to implement technology into my assessments, particularly in my culminating projects, and to utilize collaborative technologies such as blogging to help my students develop cultural awareness.
In analyzing my GAME plan, I know I must consider what resources I might need to carry my goals out. In terms of incorporating technology into my assessments, I will need to examine my content area standards and pacing guide to discover where I can build in culminating projects that utilize technology so that I can enhance my current unit plans. I do not think it is necessary to build my units from scratch, but it will be important for me to revise the units I teach by thinking with the end in mind. If I will be going from standardized test format assessments to culminating projects that involve the use of technology, I need to think with the end in mind as I teach my units. Therefore, it will be critical for me to utilize my standards, pacing guide, and current unit plans as I work to carry out this goal. It will also be beneficial for me to work with my fellow eighth grade reading/language arts teacher so that we can collaboratively build these assessments together so that they are cohesive. In terms of using technology to help my students build cultural awareness, I will need computer access to blogging software or websites. In addition, I will need to visit teacher forums or collaboration websites to find a classroom that is similar to mine in terms of grade level and content area, but that is unique enough from my own that we can work together to build global understandings.
At this time, as far as additional information that I need, I know it is important for me to continue building my background knowledge of the numerous digital technologies that are available so that I can teach my students about them and infuse them into my instruction. I can do this by continuing to read and gain hands-on practice as much as possible, in addition to reaching out to my colleagues for advice.
I am pleased to say that I have already been able to take steps already in terms of my first goal. Now that my school year is winding down (only 2 more days!), I have used this more relaxed pace that we are allowed now that our state testing is complete to start working with my students to consult them about what they know about digital technologies and to ascertain what their interests are in using technology in their learning. They have been invaluable resources for me, showing me what they know about creating movies, animations, and using various online resources to enhance the quality of podcasts. I thought I already had a good base of background knowledge, but my students have truly given me some excellent ideas that I have noted so that I can consider them as I work this summer to integrate technology more extensively into my assessments!
I look forward to continuing my quest to carry out my GAME plan. I welcome any suggestions from you all or advice about resources I might consult. Thanks for your help!
Amanda Bryant
8th grade reading/language arts
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009).Technology integration for meaningful classroom use. A standards-based approach. Mason, OH: Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Meeting students’ needs with technology part 1. Integrating technology across the content areas. Baltimore: Author
As I described last week, my two main goals currently are to implement technology into my assessments, particularly in my culminating projects, and to utilize collaborative technologies such as blogging to help my students develop cultural awareness.
In analyzing my GAME plan, I know I must consider what resources I might need to carry my goals out. In terms of incorporating technology into my assessments, I will need to examine my content area standards and pacing guide to discover where I can build in culminating projects that utilize technology so that I can enhance my current unit plans. I do not think it is necessary to build my units from scratch, but it will be important for me to revise the units I teach by thinking with the end in mind. If I will be going from standardized test format assessments to culminating projects that involve the use of technology, I need to think with the end in mind as I teach my units. Therefore, it will be critical for me to utilize my standards, pacing guide, and current unit plans as I work to carry out this goal. It will also be beneficial for me to work with my fellow eighth grade reading/language arts teacher so that we can collaboratively build these assessments together so that they are cohesive. In terms of using technology to help my students build cultural awareness, I will need computer access to blogging software or websites. In addition, I will need to visit teacher forums or collaboration websites to find a classroom that is similar to mine in terms of grade level and content area, but that is unique enough from my own that we can work together to build global understandings.
At this time, as far as additional information that I need, I know it is important for me to continue building my background knowledge of the numerous digital technologies that are available so that I can teach my students about them and infuse them into my instruction. I can do this by continuing to read and gain hands-on practice as much as possible, in addition to reaching out to my colleagues for advice.
I am pleased to say that I have already been able to take steps already in terms of my first goal. Now that my school year is winding down (only 2 more days!), I have used this more relaxed pace that we are allowed now that our state testing is complete to start working with my students to consult them about what they know about digital technologies and to ascertain what their interests are in using technology in their learning. They have been invaluable resources for me, showing me what they know about creating movies, animations, and using various online resources to enhance the quality of podcasts. I thought I already had a good base of background knowledge, but my students have truly given me some excellent ideas that I have noted so that I can consider them as I work this summer to integrate technology more extensively into my assessments!
I look forward to continuing my quest to carry out my GAME plan. I welcome any suggestions from you all or advice about resources I might consult. Thanks for your help!
Amanda Bryant
8th grade reading/language arts
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009).Technology integration for meaningful classroom use. A standards-based approach. Mason, OH: Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Meeting students’ needs with technology part 1. Integrating technology across the content areas. Baltimore: Author
Thursday, May 13, 2010
NETS-T: My Personal GAME Plan
As I continue my Adolescent Literacy and Technology program at Walden University, I continue to learn new ways that I can improve my instruction by integrating technology so that I can enhance my students’ learning experiences. As Ertmer suggested (Laureate Education Inc., 2009), integrating technology effectively requires knowledge, confidence, beliefs, and a supportive culture. I am fortunate enough to already have the latter two; however, I recognize that it is important to constantly build my body of knowledge, as technology is an ever-evolving tool (King-Sears & Evmenova, 2007). Additionally, gaining knowledge about the utilization of instructional technology will gradually help to build my confidence about my ability to implement these tools effectively to help my students gain content area understandings, while also fostering their twenty-first century literacy skills.
One way that I can begin building my knowledge and confidence in reference to integrating technology into my content area instruction is to examine the National Education Standards for Teachers (NETS-T) (National Education Standards for Teachers, 2008). Though there are several of these standards in which I believe I could work to strengthen myself, I know that it is important to gradually begin this process so that I do not get overwhelmed by the process. Therefore, I have identified two areas in which I would like to become more proficient:
Standard 2.d: provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Standard 4.d: develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
To assist my efforts with becoming more proficient in these areas, I have developed a personal GAME plan to guide my self-direct learning (Cennamo, Ross, & Ertmer, 2009). My GAME plan is as follows:
Goals: In other words, what do I want to know how to do? This one is easy. Pertaining to the standards above, I want to integrate technology into my assessments much more than I am doing now. Unfortunately, my assessments have been so geared lately toward following standardized test formats that I have eliminated almost all technology in my formative and summative assessments in favor of multiple choice question exams. While there is certainly a need for students to practice these types of assessments, they should not be the sole format for my evaluations of student learning. Therefore, I want to strive to implement projects at the end of my learning units that will allow my students to utilize their creative thinking skills by using technology to demonstrate their learning. Additionally, I want to integrate technologies such as blogging to enable my students, many of whom have never even been outside our small, rural town, to collaborate with students from other cultures to develop their global awareness, which I have sadly noticed to be quite lacking in my eighth graders each year.
Actions: What actions will I take to achieve these goals? For standard 2.d, I will examine my content standards and learning units to identify at least two units where I can develop assessments that will allow my students to creatively share their learning through the use of digital technologies. Though I will continue to assess my students’ learning using some standardized forms of assessment, I will also integrate culminating projects where my students can use tools such as digital storytelling, designing WebQuests, and so on to demonstrate their content knowledge while utilizing their twenty-first literacy skills. For standard 4.d, I will consult teacher collaboration sites and forums to reach out to educators from other areas of the country and, hopefully, the world to find someone with whom I can build a collaborative relationship between our classrooms. I would like to engage in a blogging project with this other classroom so that our students to interact with one another, engage in shared learning experiences, and gain cultural awareness from each other.
Monitor: How will I monitor my progress? As my students are engaged in developing their culminating products that integrate digital technologies and as the students engage in their collaborative blogging projects with students from another classroom, I will have to work alongside my students, determining what problems might come up with the use of the various technologies or in posting their blogs or maintaining online etiquette. As any problems come up, I will need to ensure that I am self-directed enough to have worked with the programs so that I can guide my students through the process toward being successful. I will also examine the levels of thinking demonstrated in my students’ technology-infused culminating products and at the content of their blog posts. By monitoring these, I can assess whether technology is merely being used for technology’s sake, or whether my students are actually using it as a tool to enhance content knowledge and their abilities to share it. If the first proves to start happening, I will need to be ready to step in and provide further modeling for my students about how the technologies should better be used.
Evaluate and extend: How will I evaluate and extend my learning? While I will be interacting with and working alongside my students as they work on their assessments and their collaborative blogging partnerships so that I can monitor how things are going, I think it will be critical to get feedback at the end of the learning experiences as well. I will ask my students to share their thoughts about how both projects went and what they think could have been improved, perhaps in their reflective journals. By reading these, I will be able to evaluate what I can do to enhance my proficiency in both standards before implementing the assessments and collaborative blogging projects the next year. Furthermore, I will reflect on my own as well about how I have met my goals and whether I feel ready to move on toward making new goals or whether I need to modify my GAME plan for the current ones so I can make improvements in the future.
I believe that developing this personal GAME plan will enable me to integrate technology more effectively in my content area instruction, and I look forward to doing so!
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.
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.
Laureate Education, Inc. (Executive Producer). (2009). Program three. Enriching content area learning experiences with technology. Integrating technology across the content areas. Baltimore: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
One way that I can begin building my knowledge and confidence in reference to integrating technology into my content area instruction is to examine the National Education Standards for Teachers (NETS-T) (National Education Standards for Teachers, 2008). Though there are several of these standards in which I believe I could work to strengthen myself, I know that it is important to gradually begin this process so that I do not get overwhelmed by the process. Therefore, I have identified two areas in which I would like to become more proficient:
Standard 2.d: provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Standard 4.d: develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
To assist my efforts with becoming more proficient in these areas, I have developed a personal GAME plan to guide my self-direct learning (Cennamo, Ross, & Ertmer, 2009). My GAME plan is as follows:
Goals: In other words, what do I want to know how to do? This one is easy. Pertaining to the standards above, I want to integrate technology into my assessments much more than I am doing now. Unfortunately, my assessments have been so geared lately toward following standardized test formats that I have eliminated almost all technology in my formative and summative assessments in favor of multiple choice question exams. While there is certainly a need for students to practice these types of assessments, they should not be the sole format for my evaluations of student learning. Therefore, I want to strive to implement projects at the end of my learning units that will allow my students to utilize their creative thinking skills by using technology to demonstrate their learning. Additionally, I want to integrate technologies such as blogging to enable my students, many of whom have never even been outside our small, rural town, to collaborate with students from other cultures to develop their global awareness, which I have sadly noticed to be quite lacking in my eighth graders each year.
Actions: What actions will I take to achieve these goals? For standard 2.d, I will examine my content standards and learning units to identify at least two units where I can develop assessments that will allow my students to creatively share their learning through the use of digital technologies. Though I will continue to assess my students’ learning using some standardized forms of assessment, I will also integrate culminating projects where my students can use tools such as digital storytelling, designing WebQuests, and so on to demonstrate their content knowledge while utilizing their twenty-first literacy skills. For standard 4.d, I will consult teacher collaboration sites and forums to reach out to educators from other areas of the country and, hopefully, the world to find someone with whom I can build a collaborative relationship between our classrooms. I would like to engage in a blogging project with this other classroom so that our students to interact with one another, engage in shared learning experiences, and gain cultural awareness from each other.
Monitor: How will I monitor my progress? As my students are engaged in developing their culminating products that integrate digital technologies and as the students engage in their collaborative blogging projects with students from another classroom, I will have to work alongside my students, determining what problems might come up with the use of the various technologies or in posting their blogs or maintaining online etiquette. As any problems come up, I will need to ensure that I am self-directed enough to have worked with the programs so that I can guide my students through the process toward being successful. I will also examine the levels of thinking demonstrated in my students’ technology-infused culminating products and at the content of their blog posts. By monitoring these, I can assess whether technology is merely being used for technology’s sake, or whether my students are actually using it as a tool to enhance content knowledge and their abilities to share it. If the first proves to start happening, I will need to be ready to step in and provide further modeling for my students about how the technologies should better be used.
Evaluate and extend: How will I evaluate and extend my learning? While I will be interacting with and working alongside my students as they work on their assessments and their collaborative blogging partnerships so that I can monitor how things are going, I think it will be critical to get feedback at the end of the learning experiences as well. I will ask my students to share their thoughts about how both projects went and what they think could have been improved, perhaps in their reflective journals. By reading these, I will be able to evaluate what I can do to enhance my proficiency in both standards before implementing the assessments and collaborative blogging projects the next year. Furthermore, I will reflect on my own as well about how I have met my goals and whether I feel ready to move on toward making new goals or whether I need to modify my GAME plan for the current ones so I can make improvements in the future.
I believe that developing this personal GAME plan will enable me to integrate technology more effectively in my content area instruction, and I look forward to doing so!
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.
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.
Laureate Education, Inc. (Executive Producer). (2009). Program three. Enriching content area learning experiences with technology. Integrating technology across the content areas. Baltimore: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
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