As we learn about problem-based learning this week, I can really see how it fits in with my GAME plan. As we developed our goals and plan of action, we were really just identifying a problem and we’ve been moving along with self-directed learning, learning the content along the way and using technology to help us reflect and document our progress, as suggested by Dr. Ertmer (Laureate, 2009). As we looked for ways we can improve in the classroom or or thought back to situational dilemmas we’ve dealt with, we’ve been able to go through the PBL process throughout this course (Laureate, 2009).
Really, I think my plan of action has been very useful in meeting my goals. I’ve been able to do most of the research needed to identify the needed information, I have my districts acceptable use policy, and I’ve been looking at my state’s technology standards. Also, I am currently on my school’s technology curriculum committee, so I’ve been working to identify and list the activities we already do to meet those standards and identify those places where we are falling short. It just so happens that one area deals with internet safety and ethics, so I am actively planning lessons to teach in the first weeks of school to address the standard and my goal. Also, in looking at my kindergarten curriculum and standards, one area that my grade level does not do address fully deals with our social studies curriculum and the area of civics and citizenship. Knowing this, I can use my second GAME plan goal to develop a PBL lesson that addresses real-world issues in our community. Learning about PBL’s this week has been very helpful giving me some direction in where to go with my goals. Really, I can use the PBL process for both goals and allow students to make discoveries, rather than me doing all the work and teaching myself. And I can also integrate more content area standards into teaching these goals, and covering more content is always a good thing!
I don’t have any new questions at this point, and I would still like to learn more about creating an online collaborative project. The biggest issue I’ve had is not being able to discuss and share ideas with colleagues. With summer in full swing, not a lot of people have been available for school discussions. I wish I could get more of my goals accomplished, but until I am actually able to get into our computer lab with a group of students, I feel as though I’m at a standstill. Therefore, the best way to adjust my plan to fit my current needs is to design a PBL lesson for each of my goals to prepare for the beginning of school. I know I’d like to do a lesson in the first weeks dealing with internet safety and ethics, and I’m planning to do the PBL lesson on civics and citizenship in October when we get to our Community theme.
Laureate Education, Inc. (Producer). (2009). Program 8. Spotlight on technology: Problem-based learning, part [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
Wednesday, July 28, 2010
Wednesday, July 21, 2010
Monitoring My GAME Plan
In this week’s video resource, Dr. Ross instructs us to know where we’re going and how we’re going to get there. Fortunately, technology compliments both of these goals (Laureate, 2009). In working towards success with my GAME plan, I’ve really come to see that Dr. Ross is right in stating that technology can provide the tools to get me where I’m going and help me along the way. Throughout this process so far, I’ve been able to see that I have to keep my goals clearly at the forefront of my mind and evaluate and re-evaluate the things I am doing to achieve them.
My first goal is to model proper and acceptable computer and internet use by creating a set of technology guidelines and rules with my students in order to develop strong ethics in the use of computers in school. So far, I have been able to contact my technology director and look over my district’s acceptable use policy. My district has high standards for ethical behavior when using technological resources, but I feel that the use policy is a bit simple and needs to be updated. However, because of its simplicity, it does lend itself to developing a short list of rules to follow, as it does hit on some important points. I will, however, need to work on the language slightly to make it more kid-friendly, and I’ve come to see that my goal and plan need to be modified by developing a vocabulary list for the technology terms as well that cannot be changed. I need to include lessons in which students and I work together to define and explain the terminology. While working on my GAME plan, I am currently on my schools technology curriculum committee, and the biggest question that has come up for me is how much should I expose my young students to, in terms of ethical behavior? Should I keep it very simply by discussing simple manners and courtesy online or citing sources? Or should I discuss some of the bigger dangers associated with blogging, chat rooms, and instant messaging, for example, even though my students are not yet ready to use those tools? I really believe in exposure for young students, but not to the point that it becomes overwhelming.
My second goal is to choose 1-2 real world issues that are relevant to my kindergarten students to research over the course of the school year with the use of the internet and online collaboration projects. I wish I could say I was finding what I need for this goal, but I have not spent a lot of time searching. I’ve spent more time on my first goal, because I feel as though that one needs to be ready to carry out as soon as I take my students to the lab for the first time this next school year. I would really like to develop my second goal after meeting my students. Plus, after reading and viewing this week’s resources, I really feel like I need to learn more about project- and problem-based learning and the options available to me as far as tech tools go to help me reach my goal. Also, after reading about project-based assessments this week, I feel as though I need to learn more about how to affectively use that type of assessment. It’s my weakest area of assessment, so really I just need to explore and use the technology to learn about the technology (Cennamo, Ross, & Ertmer, 2009).
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integrations for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth.
Laureate Education, Inc. (Producer). (2009). Program 7. Assessing student learning with technology [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
My first goal is to model proper and acceptable computer and internet use by creating a set of technology guidelines and rules with my students in order to develop strong ethics in the use of computers in school. So far, I have been able to contact my technology director and look over my district’s acceptable use policy. My district has high standards for ethical behavior when using technological resources, but I feel that the use policy is a bit simple and needs to be updated. However, because of its simplicity, it does lend itself to developing a short list of rules to follow, as it does hit on some important points. I will, however, need to work on the language slightly to make it more kid-friendly, and I’ve come to see that my goal and plan need to be modified by developing a vocabulary list for the technology terms as well that cannot be changed. I need to include lessons in which students and I work together to define and explain the terminology. While working on my GAME plan, I am currently on my schools technology curriculum committee, and the biggest question that has come up for me is how much should I expose my young students to, in terms of ethical behavior? Should I keep it very simply by discussing simple manners and courtesy online or citing sources? Or should I discuss some of the bigger dangers associated with blogging, chat rooms, and instant messaging, for example, even though my students are not yet ready to use those tools? I really believe in exposure for young students, but not to the point that it becomes overwhelming.
My second goal is to choose 1-2 real world issues that are relevant to my kindergarten students to research over the course of the school year with the use of the internet and online collaboration projects. I wish I could say I was finding what I need for this goal, but I have not spent a lot of time searching. I’ve spent more time on my first goal, because I feel as though that one needs to be ready to carry out as soon as I take my students to the lab for the first time this next school year. I would really like to develop my second goal after meeting my students. Plus, after reading and viewing this week’s resources, I really feel like I need to learn more about project- and problem-based learning and the options available to me as far as tech tools go to help me reach my goal. Also, after reading about project-based assessments this week, I feel as though I need to learn more about how to affectively use that type of assessment. It’s my weakest area of assessment, so really I just need to explore and use the technology to learn about the technology (Cennamo, Ross, & Ertmer, 2009).
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integrations for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth.
Laureate Education, Inc. (Producer). (2009). Program 7. Assessing student learning with technology [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
Wednesday, July 14, 2010
Carrying Out My GAME Plan
After reviewing my GAME plan, I think my biggest issue in carrying it out at this point is that it is summer and I need students in order to accomplish my goals completely! That being said, there are still steps I can take at this point to help prepare myself for reaching my goals when school begins again. After all, actively reaching my goals is more about being mentally active than physically active, as pointed out by Cennamo, Ross, and Ertmer (2009), so I have been able to really begin to think about what I already know, want to know, and how I will learn about the resources and information I will need to meet my goals (Cennamo et al., 2009).
My first goal is to model proper and acceptable computer and internet use by creating a set of technology guidelines and rules with my students in order to develop strong ethics in the use of computers in school. To accomplish this, the first resource I must utilize is my school’s acceptable use policy and technology plan. I must also contact my technology director to discuss the district’s expectations, as well as contact my colleagues, in both my school and in others, to discuss rules already developed in other classrooms and schools. Additional information I would hope to find is how other teachers deal with developing ethics and safe practices. I would also need additional information regarding my state’s standards in this area. So far, I have contacted my district’s technology director and I have accessed the acceptable use policy. My next step is to examine the policy and develop some kid-friendly terminology for helping to better explain expectations. I also plan to examine the technology curriculum for my grade level and begin to outline when, how, and with what tools I might teach the rules and expectations to my students.
My second goal is to choose 1-2 real world issues that are relevant to my kindergarten students to research over the course of the school year with the use of the internet and online collaboration projects. Again, my district’s technology director would be one of the first resources I would contact, in addition to my colleagues. Because I’m not familiar with many online collaboration projects designed for young students, I would need to acquire more information on this topic. I would also need information on starting this type of project, in the event that we cannot find a project related to our chosen issue(s) and would like to start our own. Because I hope to spend my time working on this goal during the school year with my students, I have only begun thinking about this project and have not taken any steps toward reaching the goal. However, my next step is to research internet-based collaborative projects and speak with colleagues about projects they may have been involved in.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integrations for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth.
My first goal is to model proper and acceptable computer and internet use by creating a set of technology guidelines and rules with my students in order to develop strong ethics in the use of computers in school. To accomplish this, the first resource I must utilize is my school’s acceptable use policy and technology plan. I must also contact my technology director to discuss the district’s expectations, as well as contact my colleagues, in both my school and in others, to discuss rules already developed in other classrooms and schools. Additional information I would hope to find is how other teachers deal with developing ethics and safe practices. I would also need additional information regarding my state’s standards in this area. So far, I have contacted my district’s technology director and I have accessed the acceptable use policy. My next step is to examine the policy and develop some kid-friendly terminology for helping to better explain expectations. I also plan to examine the technology curriculum for my grade level and begin to outline when, how, and with what tools I might teach the rules and expectations to my students.
My second goal is to choose 1-2 real world issues that are relevant to my kindergarten students to research over the course of the school year with the use of the internet and online collaboration projects. Again, my district’s technology director would be one of the first resources I would contact, in addition to my colleagues. Because I’m not familiar with many online collaboration projects designed for young students, I would need to acquire more information on this topic. I would also need information on starting this type of project, in the event that we cannot find a project related to our chosen issue(s) and would like to start our own. Because I hope to spend my time working on this goal during the school year with my students, I have only begun thinking about this project and have not taken any steps toward reaching the goal. However, my next step is to research internet-based collaborative projects and speak with colleagues about projects they may have been involved in.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integrations for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth.
Thursday, July 8, 2010
Developing My Personal GAME Plan
When examining the ISTE’s NETS-T and Performance Indicators for Teachers, I can see that there are some areas in which I am very proficient in and others in which I must put in more effort to become confident and comfortable in doing. While I feel as though I do a good job in modeling digital-age work and learning and engaging in professional growth and leadership, I struggle in promoting and modeling digital citizenship and responsibility, as well as certain areas in facilitating and inspiring student learning and creativity, primarily, engaging students in exploring real-world issues. In my kindergarten classroom, I spend much of my time exposing my students to technology, but I don’t often take the time to discuss and model safe, legal, and ethical uses of digital information and technology or digital etiquette. Furthermore, while I believe strongly in developing student creativity, I don’t spend much time exploring real-world issues using technology. Therefore, I have developed a GAME plan to help me in developing my own use of technology and my ability to demonstrate the NETS-T.
The first step in developing my GAME plan is to set clear goals that will allow me to gain the knowledge and confidence needed, as described by Dr. Katherine Cennamo, to better integrate technology, engage students, and increase learning in the classroom (Laureate, 2009). My goals to address my shortcomings in the NETS-T standards are as follows:
1) Model proper and acceptable computer and internet use by creating a set of technology guidelines and rules with students in order to develop strong ethics in the use of computers in school.
2) Choose 1-2 real world issues that are relevant to my kindergarten aged students to research over the course of the school year with the use of the internet and online collaboration projects.
The next step in developing my game plan is to decide what actions I must take to reach my goals. In pursuit of my first goal, I will first consult my school's acceptable use policy and technology plan in order to determine my district’s requirements. Because our acceptable use policy is typically left to the parents and students to discuss, I would plan to spend several computer lab lessons discussing each point on the policy and working with students to determine the value of such rules. To reach my second goal, an action I plan to take is to research and choose a collaborative internet-based project for my young students. Another action I can take is to talk to my students about things they are interested in or things that they’d like to learn about. My students very often have questions about things they’ve heard or seen, so I believe they could be my biggest resource in determining which real-world issues we should pursue. Cennamo, Ross, and Ertmer (2009) agree that asking students might be a worthwhile action.
The third step in the GAME plan requires that I monitor my progress and reflect on chosen strategies, as outlined by Cennamo et al. (2009). I will do this by observing my students as they use technology on a daily basis in the computer lab. Are they following the rules and expectations? Have I had to deal with any issues involving unethical or unsafe use? To monitor my progress in my second goal, I must examine our collaboration in our online project. Are we meeting deadlines? Are we discovering answers to our questions? Are students engaged? For both goals, I must also ask myself if I need to modify any actions that seem to lead to dead ends.
The last step in my GAME plan is to evaluate and extend my learning and the learning of my students in meeting our goals. Cennamo et al. (2009) suggest that reflection at this point is necessary to determine whether or not my goals were met successfully. Modification may be needed if my goals were not achieved, or ideas for extending my goals might be in order. For example, a next step I could take is to develop further goals that will allow for school-wide rules and expectations to be developed, or to study and collaborate in further online projects.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integrations for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth.
Laureate Education, Inc. (Producer). (2009). Program 3. Enriching content area learning experiences with technology, part 1 [Motion picture]. 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
The first step in developing my GAME plan is to set clear goals that will allow me to gain the knowledge and confidence needed, as described by Dr. Katherine Cennamo, to better integrate technology, engage students, and increase learning in the classroom (Laureate, 2009). My goals to address my shortcomings in the NETS-T standards are as follows:
1) Model proper and acceptable computer and internet use by creating a set of technology guidelines and rules with students in order to develop strong ethics in the use of computers in school.
2) Choose 1-2 real world issues that are relevant to my kindergarten aged students to research over the course of the school year with the use of the internet and online collaboration projects.
The next step in developing my game plan is to decide what actions I must take to reach my goals. In pursuit of my first goal, I will first consult my school's acceptable use policy and technology plan in order to determine my district’s requirements. Because our acceptable use policy is typically left to the parents and students to discuss, I would plan to spend several computer lab lessons discussing each point on the policy and working with students to determine the value of such rules. To reach my second goal, an action I plan to take is to research and choose a collaborative internet-based project for my young students. Another action I can take is to talk to my students about things they are interested in or things that they’d like to learn about. My students very often have questions about things they’ve heard or seen, so I believe they could be my biggest resource in determining which real-world issues we should pursue. Cennamo, Ross, and Ertmer (2009) agree that asking students might be a worthwhile action.
The third step in the GAME plan requires that I monitor my progress and reflect on chosen strategies, as outlined by Cennamo et al. (2009). I will do this by observing my students as they use technology on a daily basis in the computer lab. Are they following the rules and expectations? Have I had to deal with any issues involving unethical or unsafe use? To monitor my progress in my second goal, I must examine our collaboration in our online project. Are we meeting deadlines? Are we discovering answers to our questions? Are students engaged? For both goals, I must also ask myself if I need to modify any actions that seem to lead to dead ends.
The last step in my GAME plan is to evaluate and extend my learning and the learning of my students in meeting our goals. Cennamo et al. (2009) suggest that reflection at this point is necessary to determine whether or not my goals were met successfully. Modification may be needed if my goals were not achieved, or ideas for extending my goals might be in order. For example, a next step I could take is to develop further goals that will allow for school-wide rules and expectations to be developed, or to study and collaborate in further online projects.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integrations for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth.
Laureate Education, Inc. (Producer). (2009). Program 3. Enriching content area learning experiences with technology, part 1 [Motion picture]. 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
Subscribe to:
Comments (Atom)
Posts
