I am fortunate to work in a school district that understands the importance of technology in the 21st century classroom. I have a lot of great technology to use including an interactive smart board, active expression polling system, a slate, document camera, and a computer lab right down the hall which is available nearly anytime I need it. I am certainly aware of how lucky I am to have such wonderful tools to use in my classroom, and it certainly has impacted my student’s grades and their interest in my lessons.
As for this week’s blog questions I am finding most of what I need very easily, however I am finding other issues arising I had not thought of until the project of getting my GAME plan in motion.
1) Are you finding the information and resources you need? I am finding all my information very easily. Any problems that arise I am always able to solve very quickly if not on my own, with the support of more knowledgeable staff within my building. What I am finding is as I get more involved in my PLAN I am wanting to do more activities and modify the lesson more and more. For example, I had my students making book trailers. My students loved making the book trailers, but I thought how cool it would be to have my students record their voice and add voice over to their book trailers. This has led me to several obstacles such as recording software, microphones, and file management.
2) Do you need to modify your action plan? The only modifications I am making to my GAME plan is to enhance the projects to incorporate more components such as the aforementioned voice recordings.
3) What have you learned so far? So far in this point of the GAME plan I have learned one main thing; do not be afraid to try. I am always amazed at how flexible my students are when I try new things in the classroom. They understand that I am human and have their best interest in mind. If a lesson falls flat, they are quick to tell me but they are also quick to help me. I can always tell when a lesson is working because my students are engaged and involved. As a younger teacher I felt like I learn a lot from my students. I thought that feeling would eventually go away, however, I still learn a great deal from my students. I hope they learn as much from me.
4) What new questions have arisen? Again, that feeling of, “the more I know, the less I understand,” comes to mind. With the voice recordings there are several options available such as audacity or recording straight into PowerPoint. Each has its benefits and drawbacks, but each has left me with a feeling of uncertainty when deciding which is the best.
One main aspect I see emerging from this Project-Based assessment is that not only does it give my students actual work as a discipline but it also models how I, as a teacher, deal with real problems at work. This doubles as a great tool to show my students how to problem solve when their own problems arise, (Cennamo, et. al. 2009).
Resources:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Monday, November 23, 2009
Wednesday, November 18, 2009
Stories From Practice - My GAME Plan
For my GAME plan this week, I thought it would be helpful if I pasted my discussion post here
After reading several of the “Stories From Practice” in the text Technology Integration for Meaningful Classroom Use: A Standards-Based Approach I was most particularly struck by “Andrew’s story on page 127. Andrew at age three was in a car accident that left in a quadriplegic with limited neck movement. Andrew’s story picks up at age five where he is an energetic and typical five-year old in every way with the exception of his physical impairments. Andrew was able to use his mouth and sticks to manipulate many things such as his toys and a computer.
Principle II applies the best to a student with similar disabilities as Andrew. As a teacher, a student such as Andrew would change many of the things I take for granted in the classroom. The simple day-to-day activities could prove to be significant hurdles in the classroom. For students with these types of disabilities I could use my Promethean smart board slate for Andrew to manipulate objects and write on the board. I could also scan and display test on my smart board making it easier for him to read the test rather than manipulate a traditional paper test with several papers to fold. On the smart board, turning a page is as easy as pushing a button. Andrew could also take a multiple choice, short answer, and essay test with the use of interactive expression clickers, and a wireless keyboard.
With this type of technology available in the classroom, other students like Andrew could have a quality education full of rich activities just like every other student. Take a look as recently as five years in the past; Students like Andrew did not have as many options as they do now. (Here are some photos of the Active Expression clickers and a slate.)
GAME Plan in Action
Goals – What do I want to be able to know or be able to do? For this example I need to know more about my student(s). What are their limitations? How can I get around these limitations? By knowing more about my students I can learn more about how to reach them. My ultimate goal is to provide a meaningful and applicable education to all my students.
Action – What information do I need? What learning strategy will I use? What resources are needed? Again, knowledge is power for the necessary actions. The more knowledge I have about my students, the more I can do for them. If my students have physical disabilities I would treat the situation much differently than if they have mental impairments.
Monitoring – Am I finding the information I need? What patterns are emerging from the information sources? Do I need to modify my action plan? The old adage, “one learns little from success and much from failure,” comes to mind here. As a teacher I am acutely aware of my failures. Perhaps the biggest sign my students are doing well does not come from test scores or writing samples. I look to see if my students are engaged and interested.
Evaluate – Have I met my learning goals? If not, should I modify my goals or my learning strategies? What will I do differently in the future? I suppose I have to answer this question with a question: are my students successful? MY evaluation comes from the evaluation of my students.
Final Thoughts
After it is all said and done, I do not believe that there is one concrete final answer here. No two students are alike therefore we, as educators, should not treat them the same. Coming up with meaningful and engaging lesson for only a portion of our students is not acceptable. The traditional method of teaching appealed to very few students. With all the wonderful technology we have at our fingertips these days, it is much easier to present our lessons in a variety of ways appealing to so many more students than before. This technology also helps us reach students with physical and mental disabilities as well.
Here is a cool Tech Tip – I love using Inspiration, Kidspiration, and Webspiration as a way to make graphic organizers. These programs are easy to use, customizable, and with the click of a mouse, you can change your graphic organizers into outlines, reaching a whole other group of students with different learning styles. Below are screen shots of the Inspiration icon, web graphic organizer, and an outline made from Inspiration.
After reading several of the “Stories From Practice” in the text Technology Integration for Meaningful Classroom Use: A Standards-Based Approach I was most particularly struck by “Andrew’s story on page 127. Andrew at age three was in a car accident that left in a quadriplegic with limited neck movement. Andrew’s story picks up at age five where he is an energetic and typical five-year old in every way with the exception of his physical impairments. Andrew was able to use his mouth and sticks to manipulate many things such as his toys and a computer.
Principle II applies the best to a student with similar disabilities as Andrew. As a teacher, a student such as Andrew would change many of the things I take for granted in the classroom. The simple day-to-day activities could prove to be significant hurdles in the classroom. For students with these types of disabilities I could use my Promethean smart board slate for Andrew to manipulate objects and write on the board. I could also scan and display test on my smart board making it easier for him to read the test rather than manipulate a traditional paper test with several papers to fold. On the smart board, turning a page is as easy as pushing a button. Andrew could also take a multiple choice, short answer, and essay test with the use of interactive expression clickers, and a wireless keyboard.
With this type of technology available in the classroom, other students like Andrew could have a quality education full of rich activities just like every other student. Take a look as recently as five years in the past; Students like Andrew did not have as many options as they do now. (Here are some photos of the Active Expression clickers and a slate.)
GAME Plan in Action
Goals – What do I want to be able to know or be able to do? For this example I need to know more about my student(s). What are their limitations? How can I get around these limitations? By knowing more about my students I can learn more about how to reach them. My ultimate goal is to provide a meaningful and applicable education to all my students.
Action – What information do I need? What learning strategy will I use? What resources are needed? Again, knowledge is power for the necessary actions. The more knowledge I have about my students, the more I can do for them. If my students have physical disabilities I would treat the situation much differently than if they have mental impairments.
Monitoring – Am I finding the information I need? What patterns are emerging from the information sources? Do I need to modify my action plan? The old adage, “one learns little from success and much from failure,” comes to mind here. As a teacher I am acutely aware of my failures. Perhaps the biggest sign my students are doing well does not come from test scores or writing samples. I look to see if my students are engaged and interested.
Evaluate – Have I met my learning goals? If not, should I modify my goals or my learning strategies? What will I do differently in the future? I suppose I have to answer this question with a question: are my students successful? MY evaluation comes from the evaluation of my students.
Final Thoughts
After it is all said and done, I do not believe that there is one concrete final answer here. No two students are alike therefore we, as educators, should not treat them the same. Coming up with meaningful and engaging lesson for only a portion of our students is not acceptable. The traditional method of teaching appealed to very few students. With all the wonderful technology we have at our fingertips these days, it is much easier to present our lessons in a variety of ways appealing to so many more students than before. This technology also helps us reach students with physical and mental disabilities as well.
Here is a cool Tech Tip – I love using Inspiration, Kidspiration, and Webspiration as a way to make graphic organizers. These programs are easy to use, customizable, and with the click of a mouse, you can change your graphic organizers into outlines, reaching a whole other group of students with different learning styles. Below are screen shots of the Inspiration icon, web graphic organizer, and an outline made from Inspiration.
Resources
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Introduction National Center On Universal Design for Learning. Home National Center On Universal Design for Learning. Retrieved November 14, 2009, from http://www.udlcenter.org/aboutudl/udlguidelines/introduction
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Introduction National Center On Universal Design for Learning. Home National Center On Universal Design for Learning. Retrieved November 14, 2009, from http://www.udlcenter.org/aboutudl/udlguidelines/introduction
Tuesday, November 10, 2009
Teacher's Using Technology
Technology in the Classroom? Get a GAME Plan!
I often feel that implementing technology into the classroom is such a daunting task. I have all the latest and greatest technologies in my classroom such as a Promethean Interactive Smart Board, Active Expression Polling System, a slate, and a document camera. My trepidation comes from wondering if I am doing it right. After reviewing this week’s learning resources and the ISTE National Educational Technology Standards and Performance Indicators for Teachers (NETS-T) I am left with a new found feeling of relief that I am doing it right. The key is to simply dive in and get started.
National Technology Standards
When it comes to the NETS-T Much of what is covered I already do in my classroom. The facilitation and inspiration of my student learning and creativity is easy because it comes naturally. I find that my students are so eager and interested in hand-on activities that it takes very little on my behalf to get them inspired to be creative in the technological lessons. I also teach gender specific classes and with some of my boys who are not at all interested in school they come to life when working on technology based projects. The next technology standard, promoting digital citizenship and responsibility is a very important standard that should be exercised in every component of classroom teachings. This should be taught and modeled at every opportunity. The third standard which is engaging in professional growth and leadership is another standard that will come naturally to most teachers. As more and more districts devote more dollars to technology, those districts will then train their teachers how to implement their new technologies into the classroom. With my district’s new technologies I have already been to several technology development seminars on how to implement these new technologies into my classes. These three standards, in my opinion, will come naturally to most teachers.
My Goals
Not to discredit or take away from the importance of the aforementioned standards from NETS-T but the two standards I am devoting this blog to are the design and develop digital aged learning experiences and assessments and modeling digital aged work and learning. Designing and developing digital aged learning experiences and assessments is important to give the kids engaging, hand-on, real-world activities that translate to real work problem solution and critical thinking activities. Similar to digital aged learning experiences, modeling digital aged work and learning – model is important to show how it should be done and so that I can learn and understand how to use the programs, it is also nice to learn from my students. Designing and developing digital aged learning experiences and assessments is important to give the kids engaging, hand-on, real-world activities that translate to real work problem solution and critical thinking activities. Similar to digital aged learning experiences, modeling digital aged work and learning – model is important to show how it should be done and so that I can learn and understand how to use the programs, it is also nice to learn from my students.
My GAME Plan
Goals – What do I want to be able to know or be able to do? I guess the short answer here is everything! I am interested in technology, and I am not afraid to get involved with it. The problem comes with asking myself which technology works out best for my student’s success. What do I already know about the topic? I know a little about technology, but there again, I am not afraid to jump in the deep end and learn. I know my students are always very helpful if I don’t know. They are always willing to lend a helping hand, and surprisingly understand if something does not work out the way we had planned. How will I know when I have been successful? Success is a pretty subjective word here. Am I successful when I learn the programs inside and out? Am I successful when all my students are getting 100 percents? I suppose Success can be measured ten, 20 or thirty years down the road when I find my student’s having happy, successful lives whether they are stay-at-home mothers, or corporate CEOs.
Action – What information do I need? What learning strategy will I use? What resources are needed? Fortunately through my classes at Walden University, my professional development seminars, and my drive to learn more about technology I am never at a loss for information. The problem I have is information overload, and the selection of the best technology to use with my students. I am also very fortunate to have a lot of tech tools at my disposal.
Monitoring – Am I finding the information I need? What patterns are emerging from the information sources? Do I need to modify my action plan? MY best monitoring system is the direct observation of my students. Are they engaged? Are they successful? Are they happy? Are there discipline problems? In my experience a successful classroom comes from solid, engaging lessons.
Evaluate – Have I met my learning goals? If not, should I modify my goals or my learning strategies? What will I do differently in the future? I am always looking for better or new ways to implement my lessons. I evaluate myself daily in an effort to achieve long term goals. Similar to my monitoring my evaluation comes from a smoothly running classroom and engaged and successful students.
Final Thoughts
This is a lengthy blog; I hope you find it engaging and thought provoking. The topic of technology standards for teachers is a new and emerging concept and educators must look at themselves with close scrutiny to ensure the success of our students. As always I encourage your input, comments, and suggestions.
Thanks
Paul
Resources
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
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. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.
I often feel that implementing technology into the classroom is such a daunting task. I have all the latest and greatest technologies in my classroom such as a Promethean Interactive Smart Board, Active Expression Polling System, a slate, and a document camera. My trepidation comes from wondering if I am doing it right. After reviewing this week’s learning resources and the ISTE National Educational Technology Standards and Performance Indicators for Teachers (NETS-T) I am left with a new found feeling of relief that I am doing it right. The key is to simply dive in and get started.
National Technology Standards
When it comes to the NETS-T Much of what is covered I already do in my classroom. The facilitation and inspiration of my student learning and creativity is easy because it comes naturally. I find that my students are so eager and interested in hand-on activities that it takes very little on my behalf to get them inspired to be creative in the technological lessons. I also teach gender specific classes and with some of my boys who are not at all interested in school they come to life when working on technology based projects. The next technology standard, promoting digital citizenship and responsibility is a very important standard that should be exercised in every component of classroom teachings. This should be taught and modeled at every opportunity. The third standard which is engaging in professional growth and leadership is another standard that will come naturally to most teachers. As more and more districts devote more dollars to technology, those districts will then train their teachers how to implement their new technologies into the classroom. With my district’s new technologies I have already been to several technology development seminars on how to implement these new technologies into my classes. These three standards, in my opinion, will come naturally to most teachers.
My Goals
Not to discredit or take away from the importance of the aforementioned standards from NETS-T but the two standards I am devoting this blog to are the design and develop digital aged learning experiences and assessments and modeling digital aged work and learning. Designing and developing digital aged learning experiences and assessments is important to give the kids engaging, hand-on, real-world activities that translate to real work problem solution and critical thinking activities. Similar to digital aged learning experiences, modeling digital aged work and learning – model is important to show how it should be done and so that I can learn and understand how to use the programs, it is also nice to learn from my students. Designing and developing digital aged learning experiences and assessments is important to give the kids engaging, hand-on, real-world activities that translate to real work problem solution and critical thinking activities. Similar to digital aged learning experiences, modeling digital aged work and learning – model is important to show how it should be done and so that I can learn and understand how to use the programs, it is also nice to learn from my students.
My GAME Plan
Goals – What do I want to be able to know or be able to do? I guess the short answer here is everything! I am interested in technology, and I am not afraid to get involved with it. The problem comes with asking myself which technology works out best for my student’s success. What do I already know about the topic? I know a little about technology, but there again, I am not afraid to jump in the deep end and learn. I know my students are always very helpful if I don’t know. They are always willing to lend a helping hand, and surprisingly understand if something does not work out the way we had planned. How will I know when I have been successful? Success is a pretty subjective word here. Am I successful when I learn the programs inside and out? Am I successful when all my students are getting 100 percents? I suppose Success can be measured ten, 20 or thirty years down the road when I find my student’s having happy, successful lives whether they are stay-at-home mothers, or corporate CEOs.
Action – What information do I need? What learning strategy will I use? What resources are needed? Fortunately through my classes at Walden University, my professional development seminars, and my drive to learn more about technology I am never at a loss for information. The problem I have is information overload, and the selection of the best technology to use with my students. I am also very fortunate to have a lot of tech tools at my disposal.
Monitoring – Am I finding the information I need? What patterns are emerging from the information sources? Do I need to modify my action plan? MY best monitoring system is the direct observation of my students. Are they engaged? Are they successful? Are they happy? Are there discipline problems? In my experience a successful classroom comes from solid, engaging lessons.
Evaluate – Have I met my learning goals? If not, should I modify my goals or my learning strategies? What will I do differently in the future? I am always looking for better or new ways to implement my lessons. I evaluate myself daily in an effort to achieve long term goals. Similar to my monitoring my evaluation comes from a smoothly running classroom and engaged and successful students.
Final Thoughts
This is a lengthy blog; I hope you find it engaging and thought provoking. The topic of technology standards for teachers is a new and emerging concept and educators must look at themselves with close scrutiny to ensure the success of our students. As always I encourage your input, comments, and suggestions.
Thanks
Paul
Resources
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
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. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.
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