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?
Wednesday, September 29, 2010
Wednesday, September 22, 2010
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.
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.
Wednesday, September 15, 2010
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.
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.
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