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.