This week's learning resources has introduced an online learning management system to help provide teachers and students with a way to further connect with technology and success in education.
I have chosen to do my presentation in a Voice Thread format, giving you the option to provide me with feedback either verbally or written, using technology to help address change and provide a new way of thinking.
http://voicethread.com/share/1024684/
Sunday, March 28, 2010
Sunday, February 21, 2010
EDUC 6714: Reaching and Engaging All Learners Through Technology
Week 8 - Final Reflection
This course has given me a complete and new pathway for using technology within my curriculum content. The past eight weeks have definitely confirmed for me that implementing and using technology within an assessment can be a tremendous benefit to a formative or summative evaluation of student learning. As Tomlinson (2008) states, we need to “ study students to see what forms of assessment work for them and be sure to never settle for a single assessment as an adequate representation of what a student knows” (p., 10).
The information studied about Universal Design for Learning (UDL) and Differentiated Instruction (DI) models will allow me to make my lessons more personalized to meet the diverse achievement levels and individual learning styles of all students, resulting in a more differentiated classroom with more individual choices for my students.
One immediate change that I will implement in my classroom is using student interest surveys like those discussed by Dr’s. Grace Smith and Stephanie Throne (Laureate Education, Inc., 2009a) from our resources. I will also assess by survey, information regarding student backgrounds to identify some learning guidelines, which will help them be successful high school students in my classroom.
Overall, I have learned that searching for and gathering resources to incorporate differentiated instruction with technology as a learning tool will engage students in what they are learning and promote understanding (Smith and Throne, 2007). In addition, I need to network with my administration, fellow staff members, parents, students and community members to promote communication that leads to a foundation for student success.
Participating in the social network provided me with valuable resources and different perspectives from my fellow cohorts. As my group collaborated and compared information through the social network, I gained insight, resources and most importantly immediate feedback with suggestions for Universal Design for Learning (UDL) and Differentiated Instruction (DI) strategies, which I could use in my classroom.
Bray, Brown & Green (2004) affirm that DI “provides learners with more options for learning while ensuring that the classroom workload remains manageable” (Bray, Brown & Green, 2004) for both students and teachers. Using a social network to gather ideas and resources is an alternative that will help me with time management, I will spend far less time researching and more time using the strategic resources, methods and technologies for “providing every student with the opportunity to learn” (Laureate Education, Inc., 2009b).
Applying the information from this course will help me to facilitate how students “draw upon past knowledge or experience and transfer it beyond the context in which it was learned to construct new knowledge” (Jukes, 2007), taking my classroom from teacher-directed to student-guided learning styles, required for success in the 21st Century.
References:
Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Retrieved from http://www.committedsardine.com/handouts/twca.pdf.
Laureate Education, Inc. (Producer). (2009a). Program three. Knowing your students [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Smith, G and Throne, S.
Laureate Education, Inc. (Producer). (2009b). Program five. Universal design for learning [Motion picture]. Reaching and engaging all learners through technology. Baltimore: McLaughlin, M. and Rose, D.
Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms. Belmont, CA: International Society for Technology in Education. Retrieved from Education Research Complete database.
Tomlinson, C. (2008). Learning to love assessment. Educational Leadership, 65(4), 8–13. Retrieved from Academic Search Premier database.
This course has given me a complete and new pathway for using technology within my curriculum content. The past eight weeks have definitely confirmed for me that implementing and using technology within an assessment can be a tremendous benefit to a formative or summative evaluation of student learning. As Tomlinson (2008) states, we need to “ study students to see what forms of assessment work for them and be sure to never settle for a single assessment as an adequate representation of what a student knows” (p., 10).
The information studied about Universal Design for Learning (UDL) and Differentiated Instruction (DI) models will allow me to make my lessons more personalized to meet the diverse achievement levels and individual learning styles of all students, resulting in a more differentiated classroom with more individual choices for my students.
One immediate change that I will implement in my classroom is using student interest surveys like those discussed by Dr’s. Grace Smith and Stephanie Throne (Laureate Education, Inc., 2009a) from our resources. I will also assess by survey, information regarding student backgrounds to identify some learning guidelines, which will help them be successful high school students in my classroom.
Overall, I have learned that searching for and gathering resources to incorporate differentiated instruction with technology as a learning tool will engage students in what they are learning and promote understanding (Smith and Throne, 2007). In addition, I need to network with my administration, fellow staff members, parents, students and community members to promote communication that leads to a foundation for student success.
Participating in the social network provided me with valuable resources and different perspectives from my fellow cohorts. As my group collaborated and compared information through the social network, I gained insight, resources and most importantly immediate feedback with suggestions for Universal Design for Learning (UDL) and Differentiated Instruction (DI) strategies, which I could use in my classroom.
Bray, Brown & Green (2004) affirm that DI “provides learners with more options for learning while ensuring that the classroom workload remains manageable” (Bray, Brown & Green, 2004) for both students and teachers. Using a social network to gather ideas and resources is an alternative that will help me with time management, I will spend far less time researching and more time using the strategic resources, methods and technologies for “providing every student with the opportunity to learn” (Laureate Education, Inc., 2009b).
Applying the information from this course will help me to facilitate how students “draw upon past knowledge or experience and transfer it beyond the context in which it was learned to construct new knowledge” (Jukes, 2007), taking my classroom from teacher-directed to student-guided learning styles, required for success in the 21st Century.
References:
Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Retrieved from http://www.committedsardine.com/handouts/twca.pdf.
Laureate Education, Inc. (Producer). (2009a). Program three. Knowing your students [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Smith, G and Throne, S.
Laureate Education, Inc. (Producer). (2009b). Program five. Universal design for learning [Motion picture]. Reaching and engaging all learners through technology. Baltimore: McLaughlin, M. and Rose, D.
Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms. Belmont, CA: International Society for Technology in Education. Retrieved from Education Research Complete database.
Tomlinson, C. (2008). Learning to love assessment. Educational Leadership, 65(4), 8–13. Retrieved from Academic Search Premier database.
Monday, December 21, 2009
Week 8 - Final Reflection
EDUC 6713
Week 8 - Final Reflection
The content of this course has provided me with the information and tools needed to "Use technology to accomplish my goals" (Laureate Education, Inc., 2009), beginning with the GAME Plan (Cennamo, Ross, & Ertmer ,2009) methodology. Establishing Goals, taking Action to meet goals, Monitoring progress, and Evaluating strategies used when integrating technology into daily classroom lessons will help me engage my students and better their own understanding of content.
The original GAME Plan I established during this course addressed the two following NETS-T standards:
1) NETS-T-2. Design and Develop Digital-Age Learning Experiences and Assessments
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
2) NETS-T-3. Model Digital-Age Work and Learning
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
Working on these two standards the past weeks has allowed me to establish and adjust the teaching practices I use in the classroom and also provided me with “self-directed learning activities needed to set goals for my own professional growth” (Cennamo, Ross, & Ertmer ,2009, p. 11). Working daily to address the standards I chose was not as easy as I thought it would be. I encountered several obstacles such as blocks on blog sites from my technology department and administration, students and parents who had no access to technology at home and feedback that was not quite what I expected, due to the economy and financial status of our community.
A main accomplishment for me in this course that addressed NETS-T-2 and the NETS-S (NETS-S, 2007) standards during this course was the development of a content unit plan, using three separate lessons to engage students in online networking and collaboration skills. This assignment gave me the opportunity to incorporate digital technology and authentic learning experiences with specific performance standards in my content area.
I have also learned that concentrating on a few standards at a time with my students is something my students and I can work together on to achieve success with future GAME plans. And, by also using projects and assignments that take advantage of online networking technology, students can demonstrate their abilities for using 21st Century skills.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2009). Program twelve. Spotlight on Technology: Digital Storytelling, Part 1 [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
National Education Standards for Students (NETS-S) located at http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Week 8 - Final Reflection
The content of this course has provided me with the information and tools needed to "Use technology to accomplish my goals" (Laureate Education, Inc., 2009), beginning with the GAME Plan (Cennamo, Ross, & Ertmer ,2009) methodology. Establishing Goals, taking Action to meet goals, Monitoring progress, and Evaluating strategies used when integrating technology into daily classroom lessons will help me engage my students and better their own understanding of content.
The original GAME Plan I established during this course addressed the two following NETS-T standards:
1) NETS-T-2. Design and Develop Digital-Age Learning Experiences and Assessments
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
2) NETS-T-3. Model Digital-Age Work and Learning
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
Working on these two standards the past weeks has allowed me to establish and adjust the teaching practices I use in the classroom and also provided me with “self-directed learning activities needed to set goals for my own professional growth” (Cennamo, Ross, & Ertmer ,2009, p. 11). Working daily to address the standards I chose was not as easy as I thought it would be. I encountered several obstacles such as blocks on blog sites from my technology department and administration, students and parents who had no access to technology at home and feedback that was not quite what I expected, due to the economy and financial status of our community.
A main accomplishment for me in this course that addressed NETS-T-2 and the NETS-S (NETS-S, 2007) standards during this course was the development of a content unit plan, using three separate lessons to engage students in online networking and collaboration skills. This assignment gave me the opportunity to incorporate digital technology and authentic learning experiences with specific performance standards in my content area.
I have also learned that concentrating on a few standards at a time with my students is something my students and I can work together on to achieve success with future GAME plans. And, by also using projects and assignments that take advantage of online networking technology, students can demonstrate their abilities for using 21st Century skills.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2009). Program twelve. Spotlight on Technology: Digital Storytelling, Part 1 [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
National Education Standards for Students (NETS-S) located at http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Wednesday, December 16, 2009
Using the GAME Plan Process with Students
My GAME plan is something that will continue to be a work-in-progress for the reflecting, modifying, and constant guidance of what I need to do in the classroom to make my students successful with digital technology. “Learning, in general, and about technology specifically, is an ongoing process" (Cennamo, Ross, & Ertmer, 2009, p. 7). Choosing goals from the NETS-S (NETS-S, 2007) and including items the list of “student performance profiles” (Cennamo, et.al, 2009, p. 8) for my students to focus on, will help them meet certain required competency standards for technology use. Most of the forty performance profiles are organized to team up with the NETS-S (NETS-S, 2007) categories, making it easier to apply them to classroom assignments and activities.
Goal: Concentrating on a few standards at a time with my student is how I will begin to implement a GAME plan that includes standards for students to start with. The “student performance profile: Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions” (Cennamo, et.al, 2009, p. 8) covers NETS-S 1, 2, 3, & 4 and I believe this is something my students and I can work together to achieve.
Action: Using projects and assignments that take advantage of technology use is a way I can have students address skills and performance profiles.
Monitor: I will encourage students in my class to use “educational networking” (Laureate Education, Inc., 2009) and participate in journaling, blogging, and discussion board to promote collaborative networking, like I have done through Walden’s courses.
Evaluate: Using different forms of assessments and feedback is “critical” to knowing if my lesson have supported content and student learning. I will constantly reflect and discuss with students the stages of instruction for classroom assignments, presentations, and new situations we encounter as we work through our GAME plans to achieve success.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2009). Program Ten. Spotlight on Technology: Social Networks and Online Collaboration, Part 1 [Motion picture]. Integrating Technology Across the Content Area. Baltimore: Author.
National Education Standards for Students (NETS-S) located at http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
Tuesday, December 8, 2009
Revising My GAME Plan
WEEK 6 – EDUC 6713
• What have you learned so far that you can apply in your instructional practice?
• What goals are you still working toward?
• Based on the NETS-T, what new learning goals will you set for yourself?
• If you are not ready to set new learning goals, how will you extend what you have learned so far?
• What learning approaches will you try next time to improve your learning?
As I continue to evaluate my GAME plan and examine the progress I am making toward my goals I have found that the applications in this course are helping tremendously for meeting the NETS-T goals I chose at the beginning of this assignment: 1) NETS-T 2C- Design and Develop Digital-age Learning Experiences and Assessments and 2)NETS-T 3C Model Digital-Age Work and Learning.
The goals listed above are still in “works in progress” and since students today spend countless hours using popular technologies, I am constantly trying to incorporate ways to use technology to my advantage. I have already conducted a survey to see how many students and parents have computers or other forms of technology with Internet access to use as their first choice for communication with technology. There is a huge percent of my students and parents/guardians that have a preference to communicate by the use of technology, but it is not 100% yet. Due to the economy many families have found it necessary to temporarily disconnect their Internet and cell phone services until their budgets are a little more stable.
I feel my progress is going well and I have gained a great deal of information and exposure to new technology tools that I will use in my instructional practice. The tools I believe will be most helpful in my instructional practices are the social networking tools such as blogs, voice threads, wikis and other collaborative tools. All of these can be used to allow for students collaborating and discussing ideas around real-world issues. A way to help them to become immersed in learning experiences and use their higher order thinking skills instead of the “old-school” way of just lecture and notes.
One of the new goals I would like incorporate into my GAME plan involves as Cennamo, Ross, and Ertmer (2009) point out; to “constantly assess my technology integration skills to identify the new knowledge and skills I need” (p. 4) to stay current with how students want to access technology in the classroom. It is going to take constant research and a great deal of effort and time, but the rewards in the classroom will be quite worth the energy I put into the task.
I went to school in an era where there was not much choice for technology to take place in the classroom. This makes me realize what a powerful position technology has in the instructional process and for students in today’s classroom, not to say that learning can’t happen with out technology. If schools will provide, and teachers implement technology with instruction as we are learning in these courses, meaningful education can connect students with real-world socialization processes needed to be successful in the 21st Century.
I will continue to keep researching and trying new learning approaches for implementing technology in my instructional plans. I am requesting to attend the technology conference being held in Atlanta, GA in 2010. I have never been a conference like this and after all the great ideas for implementing technology I have gained through these courses, I am hoping the request will be approved so I can actually see what is available to use in the classroom and the countless ways to mix new information with technological tools.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
• What have you learned so far that you can apply in your instructional practice?
• What goals are you still working toward?
• Based on the NETS-T, what new learning goals will you set for yourself?
• If you are not ready to set new learning goals, how will you extend what you have learned so far?
• What learning approaches will you try next time to improve your learning?
As I continue to evaluate my GAME plan and examine the progress I am making toward my goals I have found that the applications in this course are helping tremendously for meeting the NETS-T goals I chose at the beginning of this assignment: 1) NETS-T 2C- Design and Develop Digital-age Learning Experiences and Assessments and 2)NETS-T 3C Model Digital-Age Work and Learning.
The goals listed above are still in “works in progress” and since students today spend countless hours using popular technologies, I am constantly trying to incorporate ways to use technology to my advantage. I have already conducted a survey to see how many students and parents have computers or other forms of technology with Internet access to use as their first choice for communication with technology. There is a huge percent of my students and parents/guardians that have a preference to communicate by the use of technology, but it is not 100% yet. Due to the economy many families have found it necessary to temporarily disconnect their Internet and cell phone services until their budgets are a little more stable.
I feel my progress is going well and I have gained a great deal of information and exposure to new technology tools that I will use in my instructional practice. The tools I believe will be most helpful in my instructional practices are the social networking tools such as blogs, voice threads, wikis and other collaborative tools. All of these can be used to allow for students collaborating and discussing ideas around real-world issues. A way to help them to become immersed in learning experiences and use their higher order thinking skills instead of the “old-school” way of just lecture and notes.
One of the new goals I would like incorporate into my GAME plan involves as Cennamo, Ross, and Ertmer (2009) point out; to “constantly assess my technology integration skills to identify the new knowledge and skills I need” (p. 4) to stay current with how students want to access technology in the classroom. It is going to take constant research and a great deal of effort and time, but the rewards in the classroom will be quite worth the energy I put into the task.
I went to school in an era where there was not much choice for technology to take place in the classroom. This makes me realize what a powerful position technology has in the instructional process and for students in today’s classroom, not to say that learning can’t happen with out technology. If schools will provide, and teachers implement technology with instruction as we are learning in these courses, meaningful education can connect students with real-world socialization processes needed to be successful in the 21st Century.
I will continue to keep researching and trying new learning approaches for implementing technology in my instructional plans. I am requesting to attend the technology conference being held in Atlanta, GA in 2010. I have never been a conference like this and after all the great ideas for implementing technology I have gained through these courses, I am hoping the request will be approved so I can actually see what is available to use in the classroom and the countless ways to mix new information with technological tools.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Tuesday, December 1, 2009
GAME Plan Progress
The following are questions to use, assess and review my GAME plan progress:
• How effective were your actions in helping you meet your goals?
• What have you learned so far that you can apply in your instructional practice?
• What do you still have to learn? What new questions have arisen?
• How will you adjust your plan to fit your current needs?
Measuring my progress and evaluating to see if there is any thing I can do to improve my strategies and actions can be perpetual when meeting goals for my GAME plan.
My immediate goal for developing lessons with the implementation of technology to supplement activities and lessons is going well. At present I have reconstructed my lesson plans for this semester into an electronic format. This will allow me to evaluate and review information I need for planning lessons with digital-age experiences and content. In addition this action will also help me to include more problem-based learning activities to help my students work in groups or in self-directed activities, developing their creative-thinking skills. Cennamo, Ross, & Ertmer (2009) advocate teachers use the “ GAME plan for self-directed learning to work with students to set learning goals, take action to help them achieve those goals, monitor learning progress and evaluate both their learning and my teaching.”
For my second goal, I am doing some research to gather data for my administration to see how Blogs can be used as a useful tool in the classroom. I am still awaiting an answer about the Blogs being blocked from student use in our school. This is a county-wide policy so there is a huge amount of red-tape to go through. On a more positive note, there are several teachers who are in support of taking the block off of Blogs sites. I think eventually we will be successful, hopefully by next semester!
At this particular time I do not have any new questions and will continue to work on my GAME plan with adjustments as needed and as time allows.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
• How effective were your actions in helping you meet your goals?
• What have you learned so far that you can apply in your instructional practice?
• What do you still have to learn? What new questions have arisen?
• How will you adjust your plan to fit your current needs?
Measuring my progress and evaluating to see if there is any thing I can do to improve my strategies and actions can be perpetual when meeting goals for my GAME plan.
My immediate goal for developing lessons with the implementation of technology to supplement activities and lessons is going well. At present I have reconstructed my lesson plans for this semester into an electronic format. This will allow me to evaluate and review information I need for planning lessons with digital-age experiences and content. In addition this action will also help me to include more problem-based learning activities to help my students work in groups or in self-directed activities, developing their creative-thinking skills. Cennamo, Ross, & Ertmer (2009) advocate teachers use the “ GAME plan for self-directed learning to work with students to set learning goals, take action to help them achieve those goals, monitor learning progress and evaluate both their learning and my teaching.”
For my second goal, I am doing some research to gather data for my administration to see how Blogs can be used as a useful tool in the classroom. I am still awaiting an answer about the Blogs being blocked from student use in our school. This is a county-wide policy so there is a huge amount of red-tape to go through. On a more positive note, there are several teachers who are in support of taking the block off of Blogs sites. I think eventually we will be successful, hopefully by next semester!
At this particular time I do not have any new questions and will continue to work on my GAME plan with adjustments as needed and as time allows.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Tuesday, November 24, 2009
Monitoring My GAME Plan Progress
The next logical step in my GAME plan is to "reflect on whether the strategies I have chosen are working" (Cennamo, Ross, & Ertmer, 2010) and then consider the following questions:
· Are you finding the information and resources you need?
· Do you need to modify your action plan?
· What have you learned so far?
· What new questions have arisen?
The class resources and supplementary materials in this course are providing a majority of the information needed for me to successfully reach my GAME plan goals. I have also found that an enormous amount of the material in this course is information and data that will align with my curriculum and classroom goals as I work to incorporate technology into my classroom projects and assessments.
As I continue to gain information, it leads me to the investigation of what technology resources I have that are immediately available and where I can get assistance for obstacles that are in my way and will try to prevent me from reaching the goals I have established for my personal GAME plan. Dr. Ross provided information for “Using Assistive Technologies by utilizing local, regional state and organization websites that are developing lesson plans, lesson ideas, supportive websites and attending conferences or asking colleagues where I can gain additions help (Laureate Education, Inc., 2009a). This is information that will definitely help me as my effort continues.
At this particular time, I do not feel that I need to modify my action plan. I do however, realize that I must be willing to accept constructive criticism from my colleagues and use the feedback given to redirect my action plans when it is necessary.
I have learned new information about new technologies, NETS-T and Universal Design for Learning (UDL) and how I can implement this in the development of new lesson plans for my content area. Also I have learned that being flexible and incorporating different types of technology to support and facilitate assessment of students’ content area learning in the classroom needs to be a priority (Laureate Education, Inc., 2009b).
One question that has come into play for my GAME plan is how to deal with my county’s policies and procedures for student use of blogs in the class. This is an area that is currently at a stand off, since there are blocks that can only be lifted officially by the technology department. I am being persistent, maybe even annoying, but only until I am successful at getting the answer I want for using blogs in the classroom since it is a positive way to increase the learning and communication process by technology use.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2009a). Program Five. Meeting Students Needs With Technology, Part 1[Motion picture]. Integrating Technology Across the Content Area. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Program Seven. Assessing Student Learning with Technology [Motion picture]. Integrating Technology Across the Content Area. Baltimore: Author.
· Are you finding the information and resources you need?
· Do you need to modify your action plan?
· What have you learned so far?
· What new questions have arisen?
The class resources and supplementary materials in this course are providing a majority of the information needed for me to successfully reach my GAME plan goals. I have also found that an enormous amount of the material in this course is information and data that will align with my curriculum and classroom goals as I work to incorporate technology into my classroom projects and assessments.
As I continue to gain information, it leads me to the investigation of what technology resources I have that are immediately available and where I can get assistance for obstacles that are in my way and will try to prevent me from reaching the goals I have established for my personal GAME plan. Dr. Ross provided information for “Using Assistive Technologies by utilizing local, regional state and organization websites that are developing lesson plans, lesson ideas, supportive websites and attending conferences or asking colleagues where I can gain additions help (Laureate Education, Inc., 2009a). This is information that will definitely help me as my effort continues.
At this particular time, I do not feel that I need to modify my action plan. I do however, realize that I must be willing to accept constructive criticism from my colleagues and use the feedback given to redirect my action plans when it is necessary.
I have learned new information about new technologies, NETS-T and Universal Design for Learning (UDL) and how I can implement this in the development of new lesson plans for my content area. Also I have learned that being flexible and incorporating different types of technology to support and facilitate assessment of students’ content area learning in the classroom needs to be a priority (Laureate Education, Inc., 2009b).
One question that has come into play for my GAME plan is how to deal with my county’s policies and procedures for student use of blogs in the class. This is an area that is currently at a stand off, since there are blocks that can only be lifted officially by the technology department. I am being persistent, maybe even annoying, but only until I am successful at getting the answer I want for using blogs in the classroom since it is a positive way to increase the learning and communication process by technology use.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2009a). Program Five. Meeting Students Needs With Technology, Part 1[Motion picture]. Integrating Technology Across the Content Area. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Program Seven. Assessing Student Learning with Technology [Motion picture]. Integrating Technology Across the Content Area. Baltimore: Author.
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