Week 8: Reflection

Upon reflection of my GAME plan I reached two realizations. First, I realized that even though my goals have not been met, I have made significant progress towards reaching them. The time limit I had allowed for myself was not reasonable given the age of my learners and the desired tasks to be performed. Second, I decided that even though my goals have not yet been reached, a setting and having specific goal to work towards has helped to drive my teaching. Having a GAME plan has added purpose and direction to my teaching.

Following a GAME plan helped me to organize my instruction. Furthermore, it has helped me better sequence my instruction in a more logical manner. Knowing what you are ultimately working towards helps to better determine the small steps one must take to get there.

I’ve learned that patience is required! I am one who likes instant gratification; this doesn’t happen with three-year-olds when teaching them how to utilize the computer. However, the weekly GAME plan component of monitoring and evaluation has helped me to see the growth these young ones are making.

As far as integration in my classroom goes, I plan to continue to set goals, reachable goals, and continue to work towards them. My learners may be young, but they are learners none the less. It may take us more time to get up the mountain than older children, but we will eventually get there.

Week 7: GAME Plan

After utilizing the GAME plan framework in developing lesson plans and setting goals for myself I can see a great benefit to utilizing it with students. Clearly defining what the objectives are and giving the students specific goals to work towards greatly helps motivate them.

I can see using this with the first graders in my lab in order to organize and define their learning. Beginning a lesson by showing them a finished product of what they are working towards will give them a concrete image of a goal to work towards. Young learners especially need concrete evidence and examples.

Incorporating technology in the “action” segment of my lessons will help in building on the students’ NET-S and technological confidence. Additionally, consistent monitoring of their progress makes students accountable and responsible for their learning and also spurs them to work harder towards their initial goals.

Well planned and thought out evaluation allows for the students to feel comfortable and confident when showcasing what they have learned. Allowing for choice in evaluation method also provides students a chance to excel and shine further aiding them in accomplishing their set goals.

The whole framework behind the NET-S, to me at least, is to build confident, successful, learners who are comfortable collaborating with others, providing ideas, solving problems and using their creativity. Using the GAME plan within the classroom can help to accomplish this.

Week 6: GAME Plan Progress

Patience. That’s what I have had to learn to have with both my goals and my students. Last week saw me beginning to feel very frustrated with the students and myself because I wasn’t meeting my goals at a desired pace. I was greatly heartened by Vicki Davis’s statement this week’s resources: “You don’t get there overnight; you have to start small” (Laureate Education, 2009, Part 1). Hearing this caused me to take a step backwards and reassess my goals. Considering the age of my students I am probably aiming too high too soon. While I still have faith I can accomplish my goals, I need to set some smaller, more attainable goals to work towards for now.

I’ve decided to postpone social collaboration with another school until I’ve tried it on a smaller scale with just my students in the lab. In doing this I can get an idea of how comfortable and capable my students will be when communicating using technology. This being said, I’m still working to achieve both of the goals I set at the beginning of the course and would like to achieve them before I set new goals.

This week’s resources provided a great list of benefits social networking offers. Currently our district is not participating in any social networking (which I didn’t realize); sites that provide this possibility are blocked by our filter. I didn’t realize that it was not being utilized at all. I’ve got a big job ahead of me in order to be able to participate in any social collaboration on the internet. Our acceptable use policy and internet user agreements will have to be revamped. Davis’s list of benefits will be a good place to start when working to convince our district to allow students to take part in these types of projects.

References:

Laureate Education, Inc. (Executive Producer). (2009). Spotlight on technology: social networking and online collaboration: part 1. [Educational video]. Baltimore: Author.

Week 5: GAME Plan Progress

This week has seen positive progress towards my specific goal of “Engaging in professional growth and leadership.” I have signed up to attend a four day workshop in November pertaining to Promethean boards and their uses, as well as ActivVotes and ActivExpressions. (http://www.prometheanplanet.com/en-us/support/hardware/learner-response-systems/) While our district does not have these actual classroom response systems, (we only have CPS systems), we are seriously looking into investing in these new systems. These new classroom response systems allow for students to text in answers; this will be a great way for my students’ little hands to explore typing. Additionally, these workshops will provide for interactive ways to incorporate these new tools into the classroom.

Last week brought some frustration when working with my students. Due to some special activities that were scheduled, I did not see but half of my first graders and pre-kindergarteners last week. When these events are scheduled they are scheduled during non-academic time which means computer class gets cut for the day. I am still not witnessing the growth I would like to in my 3 and 4-year-olds. Their retention from week to week is poor. I have officially decided to use a vocal approach for their communication with other students instead of emailing. The first graders are still advancing at a pace I expect them to; next week will see us beginning to use Word.

After listening to Dr. Ertmer discuss problem-based learning this week I would very much like to find a way to incorporate some into my classes. Again, time is such an issue when you only have thirty minutes. Maybe I can collaborate with some of the first grade teachers and we can integrate our two classes and do a unit together.

Week 4: Monitoring My GAME Plan

Progress towards the achievement of my GAME plan is going well with my 6-year-olds as they are quickly mastering the basics of operating the computer. These next few weeks will see them into exploring the layout of the keyboard and beginning to learn to type. They have the mouse functions down pat and are confidently opening and closing programs and web pages and locating “quick links” on our school’s website. Likewise, their abilities to express themselves through writing are improving so inputting their words into the computer is feasible in the not so distant future.

My pre-kindergarten students are not advancing as quickly as I would like them to. I may need to reassess my expectations for them; I’m just not ready to give up on their abilities just yet. I keep reminding myself of their age and that their fine motor skills are not nearly as developed as my kindergarten and first graders.

What have I learned so far? I need to be more patient and give my students time to develop. Thirty minutes a week is hardly enough time for ample practice and application of skills. I am leaning towards possibly dropping the email correspondence idea with the pre-kindergarten classes and trying something more along the lines of video conferencing instead. In doing this they will still be practicing safe procedures and having to demonstrate proper netiquette but will not have to be able to express themselves through writing.

Thoughts or suggestions?

Week 3: Resources Needed for My GAME Plan

Carrying out my GAME plan requires a great deal of resources. In order for my students to actively participate in an email program designed to practice proper netiquette, a coordinating teacher is needed who would like to accomplish the same thing. I will need to contact our region center for any possible programs already in existence and for a list of schools and contacts within our region.

Having only half an hour with my young little students a week is going to prove challenging. It will probably take multiple class periods to compose one email. Structured and careful planning on my part will be crucial. Because my learners range from ages 3 to 6, an instructional aide will be necessary in order to get the most out of such a short class period. I have several ELL children and one with Down Syndrome who require extra support. Due to these learning challenges I need to look into utilizing some of the UDL tools such as language applications, voice recognition systems and organizational software (Laureate Education, 2009). Additionally, I need to spend some time on the internet researching attempts at lessons like this, their outcomes and suggestions.

A weekly perusal of our region center’s online training catalog will keep me informed of any up and coming trainings that would be beneficial. As of right now, my three and four year old students are just beginning to get the hang of pointing the mouse where it needs to go and clicking the correct button on the mouse. They are now able to open and close programs, click and drag, point and click and a few other basic manipulations of the mouse. They are still a little rough around the edges. My six-year-olds are beginning readers and are learning to type simple sentences. We have a ways to go before we can fully accomplish the goals of my GAME plan.

Reference:

Laureate Education, Inc. (Executive Producer). (2009). Meeting student needs with technology: part 2. [Educational video]. Baltimore: Author.

My GAME Plan (Application Two)

Teaching mostly faculty this year and only two sections of computer classes, it was a challenge for me to come up with ways to improve NETS∙T within the classroom. I only see students for thirty minute increments and I only see them once a week. Such a short time span makes it difficult to teach, model, and have students apply what they have learned in once class period. However, I suppose this adds to the challenge and what I need to improve upon.

The two NETS-T standards I have chosen for immediate attention are: “Promote and Model Digital Citizenship and Responsibility (Number 4)” and “Engage in Professional Growth and Leadership (Number 5).”

In order to improve upon these two areas I have developed the following GAME plan (Cennamo, Ross & Ertmer, 2009):

(G): I have already begun the year by teaching my students how to be safe online utilizing interactive ActivBoard flipcharts and this website: www.netsmartzkids.org. To further instill responsible behavior and proper netiquette I will further engage my students in actively using and practicing these skills online instead of simply teaching them. Likewise, I aim to enhance my professional growth and leadership by increasing my confidence in the area of teaching and implementing technology. In order to utilize technology in the classroom environment with success, confidence and knowledge are two of the key ingredients one must possess (Laureate Education, 2009).

(A): Achieving these goals will require persistence and patients on my behalf. Taking web safety further in the classroom will require students to experience first-hand how to be courteous and safe. This could be accomplished through composing emails to other students in a different district. Moreover, students can use their creativity and technological skills to create unique presentations on how to be safe online as well as how to exhibit proper netiquette. Older students would have a good time teaching the younger students from their own created products. Additionally, I would like to attend some professional development course on teaching internet safety and how to aide my students in becoming confident technological leaders. Reaching out to an online community could prove beneficial to me as well.

(M): Generating ideas on how to monitor these goals and applications is a challenging for me. Monitoring student progress will entail assessing final products for presentations, previewing netiquette in outgoing emails as well as listening to what the students have to say regarding the topics. Monitoring my profession growth can be done using a journal, keeping thoughts and ideas recorded and recording responses to ideas put into play.

(E):Evaluation in both areas will be best assessed at the end of the school year when I can reflect on what technological skills my students are taking to the next grade and how my confidence in teaching these skills has grown. Likewise, reviewing my ideas tried and their success or failure rates will help in assessing whether or not there was growth in my confidence and leadership skills.

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.

Laureate Education, Inc. (Executive Producer). (2009). Enhancing content using technology: part one.[Educational video]. Baltimore: Author.

Reflective Essay

Throughout the entirety of this course, I have learned many valuable insights, learning theories and technological tools that can add meaning, engagement and flavor to the classroom. While my primary personal theory of learning has not changed, new insights, tools and theories learned within this course have added to my teacher toolbox. This course has handed me alternative methods for increasing engagement, strengthening retention and making connections.

Some changes have taken place in my classroom throughout this course; the first being an increase in the amount of time students are able to use technology. Secondly, I am slowly learning to relinquish control and let my students shine as they demonstrate their critical thinking and problem solving skills. They are much more capable and computer literate then I give them credit for.

Two technological tools that I am anticipating using in my classroom are voice threads and concept maps. With the integration of these tools, students are not only learning valuable technology skills, but they are also creating. After learning of the importance of constructionism in the classroom, the implementation of these two tools will provide opportunities for applying learned knowledge to create an artifact. Likewise, the concept mapping tools will present students with a new way of making connections and organizing newly learned information.

My long term goal is to integrate more and more technology into my classroom, technology that the students can get their hands on and use. Our text and videos throughout this course offered wonderful ideas on how to implement the new tools we learned about. While I utilize these tools now, I feel a greater exposure to these tool s would greatly boost engagement and comprehension levels among my students. Additionally, I need to learn to let my students be responsible for their learning; I need to take a step back and let them do the creating and have a bit more freedom when working with these technological tools. I sometimes feel they are given too much structure and strict guidelines to follow when they could greatly benefit from being able to think outside of the box. Taking a constructionist approach to learning and coupling this approach with a significant amount of cooperative learning, my teaching will improve and my students will prosper and grow. Moreover, utilizing these approaches and technological tools will greatly help make learning and information meaningful for the students.

My thoughts keep returning to Dr. Wolfe’s quote, “The brain is sculpted though experience” (Laureate Education Inc., 2008). Making these technological adjustments and theoretical changes explained above will help to provide this needed “experience.”

Reference:
Laureate Education, Inc. (Executive Producer). (2008).Understanding the brain.
[Educational video]. Baltimore: Author.

VoiceThread


http://voicethread.com/share/1036372/

Social Learning Theoris and Technology

According to Dr. Orey, the basis of social learning is “students actively engage in constructing artifacts and conversing with others” (Laureate Education Inc., 2008). He further comments that, “teaching others helps the learner develop a deeper understanding of the content” (Laureate Education Inc. 2008). In a nutshell, social learning consists of students working together to create an end product based upon new knowledge that is being applied.

Our resources this week suggested several facets of social learning, a great deal of these involving the use of technology and today’s plethora of online social networking tools. One example, “Keypals,” allows students opportunities to communicate with students from around the globe on a countless number of topics (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 145). Implementation of this activity most definitely supports social learning in that students are working on communication skills and collaboration, learning proper netiquette in the process. Another suggested activity incorporating technology is that of “Web-Enabled Multiplayer Simulation Games” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 152). Kriz and Eberle state, “Gaming simulation is an interactive learning environment that makes it possible to cope with complex authentic situations that are close to reality. At the same time, gaming simulation represents a form of cooperative learning through teamwork” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 152). Further activities such as creating a website and utilizing a WebQuest in order to collaboratively solve a problem were additionally suggested (Pitler, Hubbell, Kuhn & Malenoski, 2007).

How do these activities relate to social learning theory? Each of the above mentioned activities requires students to cooperatively collaborate with each other for a common purpose, whether it is to solve a problem or create something. This underlines the basis of social learning theories. With continued advances in technology, social learning will likely become a more frequently used methodology in the classroom. Students require exposure to this type of interaction in order to become successful candidates for the future job industry. “To be prepared for the fast-paced, virtual workplace that they will inherit, today’s students need to be able to learn and produce cooperatively” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 139).

References:
Laureate Education, Inc. (Executive Producer). (2007). Social Learning Theories. [Educational video]. Baltimore: Author.

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

Project Based Learning and Constructionism

Project based learning was the underlying theme of this week’s learning resources, offering a plethora of possible technological activities as the means of delivery. Technology is rapidly altering curriculum delivery and application, contributing new and exciting ways for students to apply knowledge learned. Students are now able to analyze, collect, manipulate and store data in a multitude of ways using computers. This week’s resources proposed various activities in which students can “generate and test hypotheses.” “When students generate and test hypotheses they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 202). Pitler, Hubble, Kuhn and Malenoski discussed the utilization of spreadsheets, data tables and interactive games as learning apparatuses students use in collecting and interpreting data. Additionally, websites provided for review proposed other engaging activities such as creating your own planet using at http://astroventure.arc.nasa.gov/.

All of these proposed activities have a common goal: creating a product. Dr. Orey comments that, “students are engaged in learning and the process of creating an artifact” (Laureate Education Inc., 2007). Creating within the learning process is the basic theme of Piaget’s Constructionism, “a theory of knowledge stating that each individual actively constructs his or her own meaning” (Laureate Education Inc., 2007). Students fashion their own meaning when they are given the opportunity to practice new knowledge by creating a product, thus proving the relationship between Constructionism and project based learning.

References:
Laureate Education, Inc. (Executive Producer). (2007).Constructionist and Constructivist Learning Theories. [Educational video]. Baltimore: Author.

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

Cognitive Theories and Technical Strategies

Dr. Orey discusses cognitive learning theories in this week’s resources. He explains that for retention of material, in a long term sense, requires a great deal of practice and repetition (Laureate Education, 2007). Coupled with much rehearsal, to solidify a concept long term, Paivio’s Dual Coding suggests the necessity for connections between images and text (Laureate Education, 2007). This week’s technology strategies consisting of advance organizers, cues, questions, summarizing and note taking are all highly effective ways of accomplishing the creation of these long term connections for later recollection.

For starters, advance organizers such as concept maps “help students focus their learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 73). Utilizing concept maps is a valuable method for building connections through the use of questioning and cues. A cue, or opening question, “. . . provides students with a preview of what they are about to learn” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 77). This practice allows students to ascertain a foundation of which to build on. These concept maps can be used to show an organized progression of thought with supporting details while allowing for the inclusion of applicable images. These types of organizers also provide opportunities for critical thinking. With all the programs available designed specifically for creating these maps, educators have fantastic resources right at their fingertips.

Likewise, this week’s resources discuss the benefits of summarizing and note taking. These practices “. . . [focus] on enhancing students’ ability to synthesize information and distill it into a concise new form” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 119). Dr. Orey speaks of the tactic of elaboration as a key component to “making connections” necessary for transferring learning to long term memory (Laureate Education, 2007). Summarizing and note taking provide opportunities for elaboration; students are taking in information and creating a product. These strategies require them to analyze new information which also works to create connections.

In my classroom I would like to employ more of these tactics to foster a stronger permanency of my students’ learning. I see concept maps being especially effective for first graders; likewise, beginning to teach note taking strategies would also be beneficial.

References:

Laureate Education, Inc. (Executive Producer). (2007). Cognitive Learning Theories. [Educational video]. Baltimore: Author.

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

Behaviorism and Technology

Behaviorism is a strong educational theory being practiced in many classrooms and schools. Dr. Orey explains behaviorism as the “reinforcement of desirable behaviors,” coupled with “punishment of undesirable behaviors” (Laureate Education, 2009). Behavior and learning go hand in hand with one another. For successful learning to take place, desirable behavior must be in place. This week’s resources focused on the principle of behaviorism, its relevancy and connection with technology usage in the classroom.

James Hartley shares four key beliefs critical in promoting successful behaviorism in the classroom: activity, repetition, reinforcement and clear objectives (Smith, 1999). Each of these values is incorporated in many facets of today’s technology. For instance, an engaging alternative to wipe off boards is the Active Board, an interactive whiteboard allowing students countless methods of electronic interaction. This technical tool has been particularly engaging with my first graders. Active boards also present the opportunity to present web based media enlarged for whole class interaction. Additionally, several web sites boast online practice and tutorials for students to actively practice skills and receive immediate feedback as to their progress. “Typically, students need about 24 practice sessions with a skill in order to achieve 80-percent competency” (Pitler, Hubbel, Kuhn & Malenoski, 2007). Likewise, technology offers a variety of methods relevant to each learning style offering for skill reinforcement.

Specifically, in my classroom of young learners, learning based games have been an invaluable learning tool. Motivating games where students can earn prizes for achieving success on a specific skill are utilized daily to incorporate positive reinforcement and boost engagement. Dr. Orey suggests computer usage such as online tutorials, for remediation and multiple opportunities for practice (Laureate Education, 2009).

Utilizing technology to support behaviorism in the classroom provides many opportunities for positive learning. With a world of resources on the net, teachers have an endless selection of engaging and motivating programs at their fingertips.

References:

Laureate Education, Inc. (Executive Producer). (2008). Behaviorist Learning Theory. [Educational video]. Baltimore: Author.

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