Please click on the title above to access the voice thread presentation I have created.
It is designed to inform and encourage my colleagues to utilize online learning in their classroom. I am appealing to their concern of the limited time we as teachers have with our students. Pointing out how online learning can be a valuable supplement to their daily lessons while stressing how easy it is to use.
Thursday, March 24, 2011
Monday, December 20, 2010
My Final Blog Post EDUC-6713I-6 (Integrating Technology Across the Content Areas)
While reviewing the evolution of my GAME plan I noticed a progression towards a more organized set of goals. In order to achieve a goal it must first be clearly defined. My GAME plan has helped me to become more organized and identify the areas I would like to improve upon. I saw my plan progress from a rough draft which consisted of several basic ideas to a refined plan that focuses on specific goals. As my GAME plan progressed I also began to reevaluate the way I currently run my classroom. For example: I have been reminded that there is more to assessment then simply generating grades. Cennamon, Ross, and Ertmer (2010) describe assessment as “doing more than just determining grades; it is information that can be used to inform teachers and improve learning” (p.137). A simple adjustment allows me to use the assessment process to its full potential.
When considering the impact new learning will have as a result of this course my thoughts go to the online learning / social collaboration section. I have learned through this course just how valuable a teaching and learning tool online collaboration can be. The integration of online collaboration tools such as blogs and wikis not only makes a lesson more interesting to my students but it also aids in accommodating different learning styles. This type of forum allows for many choices such as: video, audio, and text. In the week six media Vicki Davis mentions that students will gravitate towards certain types of expression based on their strengths. The options students are given is an important accommodating factor.
The importance of social networking was also evident in the collaborations I experienced with my classmates during this course. Their feedback and ideas for lessons have proven to be very valuable! For example: Susan Lorenzini uses a site to create online surveys for students and parents; (www.surveymonkey.com). I plan to use it in a similar way to evaluate my lessons effectiveness with students and communicate with parents.
My GAME plan has helped me to organize my goals and focus on specific areas of my lessons to make them more effective. One of the goals in my GAME plan focuses on Facilitating and Inspiring Student Learning and Creativity. An immediate adjustment to my instructional practices will be to incorporate an electronic portfolio project into the lesson plan to help achieve this goal. Barrett, and Garrett, (2009) refer to Portfolios as “a students own stories of what they know, why they believe they know it, and why others should be of the same opinion (p.2). This is an artifact students can be proud of and continue to add to each year during their time at the middle school.
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. (Executive Producer). (2009).“Spotlight on Technology Social Networking and Online Collaboration, Part 1” [Educational video]. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009).“Spotlight on Technology Social Networking and Online Collaboration, Part 2” [Educational video]. Baltimore: Author.
Online Personal Learning Environments: Structuring Electronic Portfolios for Lifelong and Life Wide Learning by Helen Barrett & Nathan Garrett - a work in progress in GoogleDocs (October 2007) Published in On the Horizon Vol. 17 No. 2, 2009, pp. 142-152, © Emerald Group Publishing Limited, ISSN 1074-8121 http://docs.google.com/Doc?id=dd76m5s2_39fsmjdk
When considering the impact new learning will have as a result of this course my thoughts go to the online learning / social collaboration section. I have learned through this course just how valuable a teaching and learning tool online collaboration can be. The integration of online collaboration tools such as blogs and wikis not only makes a lesson more interesting to my students but it also aids in accommodating different learning styles. This type of forum allows for many choices such as: video, audio, and text. In the week six media Vicki Davis mentions that students will gravitate towards certain types of expression based on their strengths. The options students are given is an important accommodating factor.
The importance of social networking was also evident in the collaborations I experienced with my classmates during this course. Their feedback and ideas for lessons have proven to be very valuable! For example: Susan Lorenzini uses a site to create online surveys for students and parents; (www.surveymonkey.com). I plan to use it in a similar way to evaluate my lessons effectiveness with students and communicate with parents.
My GAME plan has helped me to organize my goals and focus on specific areas of my lessons to make them more effective. One of the goals in my GAME plan focuses on Facilitating and Inspiring Student Learning and Creativity. An immediate adjustment to my instructional practices will be to incorporate an electronic portfolio project into the lesson plan to help achieve this goal. Barrett, and Garrett, (2009) refer to Portfolios as “a students own stories of what they know, why they believe they know it, and why others should be of the same opinion (p.2). This is an artifact students can be proud of and continue to add to each year during their time at the middle school.
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. (Executive Producer). (2009).“Spotlight on Technology Social Networking and Online Collaboration, Part 1” [Educational video]. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009).“Spotlight on Technology Social Networking and Online Collaboration, Part 2” [Educational video]. Baltimore: Author.
Online Personal Learning Environments: Structuring Electronic Portfolios for Lifelong and Life Wide Learning by Helen Barrett & Nathan Garrett - a work in progress in GoogleDocs (October 2007) Published in On the Horizon Vol. 17 No. 2, 2009, pp. 142-152, © Emerald Group Publishing Limited, ISSN 1074-8121 http://docs.google.com/Doc?id=dd76m5s2_39fsmjdk
Monday, December 13, 2010
Game Plan Process: Proficiency in NETS-S (WEEK 7)
I believe that there are steps or a process to achieving a goal, and the first step is to identify the goal. The GAME plan process is a way of identifying a goal and then setting the plan in motion to achieve it. The first performance indicator or goal I chose to focus on for improvement is: Indicator #1 Facilitate and Inspire Student Learning and Creativity. Soon after identifying this goal I began creating lesson plans designed to achieve the goal.
The lesson on bridge design encourages students to consider; what I have taught them, what they believe is true, and through collaboration what others know on this topic. With my guidance they will use critical thinking and problem solving skills to form their own opinion. I am trying to create lifelong learners who consider the information they have and form a conclusion based on higher order thinking skills.
The use of technology has been integrated into my lessons in productive ways. Cennamo, Ross, and Ertmer (2010) have noted that: “technology is well suited to supporting problem-based and inquiry learning approaches ”(p.271). The use of blogs and power point presentations for communicating ideas is an example of this. The lesson also requires students to demonstrate their creativity through the creation of an artifact; the balsa wood bridge.
My evaluation of students is designed as a way of enhancing the learning process, not just to assign a grade. Kuhlthau, Maniotes, & Caspari (2007) have noted that: “assessment is part of the learning process, not just an evaluation tool”(p.116). This has been an important adjustment to my GAME plan and will continue to be a consideration when creating future lessons.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Westport: Libraries Unlimited.
The lesson on bridge design encourages students to consider; what I have taught them, what they believe is true, and through collaboration what others know on this topic. With my guidance they will use critical thinking and problem solving skills to form their own opinion. I am trying to create lifelong learners who consider the information they have and form a conclusion based on higher order thinking skills.
The use of technology has been integrated into my lessons in productive ways. Cennamo, Ross, and Ertmer (2010) have noted that: “technology is well suited to supporting problem-based and inquiry learning approaches ”(p.271). The use of blogs and power point presentations for communicating ideas is an example of this. The lesson also requires students to demonstrate their creativity through the creation of an artifact; the balsa wood bridge.
My evaluation of students is designed as a way of enhancing the learning process, not just to assign a grade. Kuhlthau, Maniotes, & Caspari (2007) have noted that: “assessment is part of the learning process, not just an evaluation tool”(p.116). This has been an important adjustment to my GAME plan and will continue to be a consideration when creating future lessons.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Westport: Libraries Unlimited.
Monday, December 6, 2010
Revising My GAME Plan (Week 6)
Reading through my classmates blogs I have been able to come up with some new ideas and resources. For example: Susan Lorenzini uses a site to create online surveys for students and parents; (www.surveymonkey.com). I believe I can use it in a similar way to evaluate my lessons effectiveness with students and communicate with parents.
A major concern which was brought to my attention while going over the resources in week six of this course is that my knowledge of social networking is needs improvement. My goal is to become better educated in this area so I can successfully implement changes to my lessons. I plan to do so by examining the way my Walden courses are set up and also reading what ideas my classmate have regarding this area. Their feedback and ideas for lessons has proven to be very valuable! I am open to any suggestions my classmates may have on the implementation of social networking into lesson plans.
Right now would not be a good time to set new learning goals. I do not believe it would be a good idea to do so until I am comfortable with the goals I am currently working on. As I mentioned previously, a big hurdle I will need to make is becoming comfortable with social networking. Based on NETS-T a learning goal I have pertains to Indicator #4 Promote and Model Digital Citizenship and Responsibility. My school has become very concerned about teaching safe and ethical use of digital information they are often very reluctant to allow changes such as a school wide social networking plan. In the online article: “How To: Use Social-Networking Technology for Learning” Fran Smith mentions: “Administrators have to facilitate change, they have to decide this is valuable for the whole community”.
My plan is to speak with the principal in my school to get her approval to begin using some social networking tools in my classroom. In the resource media from week six Vicki Davis recommends the social network site “think.com”, she mentions it a very safe platform and requires a teacher to login every thirty days or it is canceled. Understanding how concerned the administration is with digital responsibility I believe this may be a good starting point. My plan is to get approval to try it out with one class to start.
References:
Edutopia: How To: Use Social-Networking Technology for Learning located at http://www.edutopia.org/print/3980.
Laureate Education, Inc. (Executive Producer). (2009).“Spotlight on Technology Social Networking and Online Collaboration, Part 1” [Educational video]. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009).“Spotlight on Technology Social Networking and Online Collaboration, Part 2” [Educational video]. Baltimore: Author.
Monday, November 29, 2010
Evaluating My GAME Plan Progress Week 5 (EDUC-6713I-6)
I have seen considerable progress during the past week. A goal I am working towards involves Performance Indicator #1 Facilitate and Inspire Student Learning and Creativity in my classroom. I have come to realize that my classroom is the perfect setting to achieve this goal. Several of the lessons culminate with the creation of an artifact. Wood shop we build small scale bridges, in graphic design class the finished product is a mouse pad the students design and print themselves. Students are motivated to complete the projects which results in an increase of learning. I am still considering how to best determine the forming of groups for the wood shop projects.
I have learned how valuable and important it is to create a real life situation which my students view as important. This has helped keep my classes focused as well as enthusiastic about the projects we are working on. For example: students are much more motivated to learn the graphic design program I teach when they realize the end result is a mouse pad they will design and take home. Dr Ertmer notes some of the characteristics of PBL as:
1) Allowing students to collaborate with each other.
2) Students become self directed.
3) Final outcome is the creation of an artifact.
Problem based learning is another instructional approach which is well suited for my classroom. It actually makes the lessons more enjoyable for everyone!
I am still looking into a way to incorporate an electronic portfolio project in to my lesson plans. My goal is to have students start the project in grade six and continue to update their progress through grade eight. I have started to discuss the possibility of having this be a project which spans across several content areas.
I am also planning on using Microsoft Word as a tool to create an artifact. I believe note taking is a very valuable learning tool providing it is not over used. Beecher (1998) notes: “There is growing evidence that note-taking combined with critical thinking facilitates retention and applications of the information.” I believe this activity will set the foundation for productive inquiry by my students.
One of my obstacles is the time factor, or the lack of time. When I create a new lesson another one must be removed. Modification of lessons is the best answer; however, I do see myself removing some lessons from my current plan. It is a case of streamlining my units to make the most of the limited time (90 minutes per week) I have with each student.
References:
Beecher, J. (1988) ERIC Clearinghouse on Reading, English, and Communication Digest #37 http://www.indiana.edu/~reading/ieo/digests/d37.html*
Laureate Education, Inc. (Executive Producer). (2009). “Spotlight on Technology: Problem-Based Learning, Part 1” [Educational video]. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). “Spotlight on Technology: Problem-Based Learning, Part 2” [Educational video]. Baltimore: Author.
I have learned how valuable and important it is to create a real life situation which my students view as important. This has helped keep my classes focused as well as enthusiastic about the projects we are working on. For example: students are much more motivated to learn the graphic design program I teach when they realize the end result is a mouse pad they will design and take home. Dr Ertmer notes some of the characteristics of PBL as:
1) Allowing students to collaborate with each other.
2) Students become self directed.
3) Final outcome is the creation of an artifact.
Problem based learning is another instructional approach which is well suited for my classroom. It actually makes the lessons more enjoyable for everyone!
I am still looking into a way to incorporate an electronic portfolio project in to my lesson plans. My goal is to have students start the project in grade six and continue to update their progress through grade eight. I have started to discuss the possibility of having this be a project which spans across several content areas.
I am also planning on using Microsoft Word as a tool to create an artifact. I believe note taking is a very valuable learning tool providing it is not over used. Beecher (1998) notes: “There is growing evidence that note-taking combined with critical thinking facilitates retention and applications of the information.” I believe this activity will set the foundation for productive inquiry by my students.
One of my obstacles is the time factor, or the lack of time. When I create a new lesson another one must be removed. Modification of lessons is the best answer; however, I do see myself removing some lessons from my current plan. It is a case of streamlining my units to make the most of the limited time (90 minutes per week) I have with each student.
References:
Beecher, J. (1988) ERIC Clearinghouse on Reading, English, and Communication Digest #37 http://www.indiana.edu/~reading/ieo/digests/d37.html*
Laureate Education, Inc. (Executive Producer). (2009). “Spotlight on Technology: Problem-Based Learning, Part 1” [Educational video]. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). “Spotlight on Technology: Problem-Based Learning, Part 2” [Educational video]. Baltimore: Author.
Monday, November 22, 2010
Monitoring My GAME Plan Progress Appl. 4 (EDUC-6713I-6)
During the few weeks I have been working on my game plan a major insight has been in relation to the assessment process. I have been reminded that there is more to assessment then generating grades for a report card. Cennamon, Ross, and Ertmer (2010) describe assessment as “doing more than just determining grades; it is information that can be used to inform teachers and improve learning” (p.137). This has been a wake up call for me to consider that I may not be using the assessment process to its full potential!
Most of the resources I need to achieve my goal of Promoting and Modeling Digital Citizenship and Responsibility are available in the middle school I teach at. I have not had the opportunity to collaborate with my colleagues as of yet. The plan is to meet with teachers, the librarian, and the local police officer who visits our school. I believe a team effort is needed to teach the importance of digital responsibility to all students at our middle school. I want my students to understand that technology is a relevant part of all our lives, every day of our lives. “ The best teachers you ever had were not merely those who were smart or knew a lot; they found myriad ways to make their subjects relevant to your life” (Kottler, Zehm, & Kottler, 2005, p.153).
Modification of my plan needs to be on the methods I use to assess my student’s work and also how I use this information to improve my lessons. For example: poor grades which are consistent through out a class can be an indication of a lesson plan which needs to be revised.
I also want to consider using participation and effort as a form of assessment during the instructional phase of a unit. Many of my lessons are hands on and I have noticed students are not as involved in the class discussion phase of a project. I believe if they understand I am looking for their opinions this will encourage students to become more involved.
A new question or consideration I have is on the use of portfolios in my classroom. One of the goals in my GAME plan focuses on Facilitating and Inspiring Student Learning and Creativity. I believe the electronic portfolio project can help achieve this goal. Barrett, and Garrett, (2009) refer to Portfolios as “a students own stories of what they know, why they believe they know it, and why others should be of the same opinion. A portfolio is opinion backed by fact... Students prove what they know with samples of their work.” (p.2). Considering I see the entire school (grades six through eight), this could be an ongoing project my students work on from year to year and hopefully inspires them to continue in high school.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning
Kottler, J. A., Zehm, S. J., & Kottler, E. (2005). On being a teacher: The human dimension (3rd ed.). Thousand Oaks, CA: Corwin Press.
Online Personal Learning Environments: Structuring Electronic Portfolios for Lifelong and Life Wide Learning by Helen Barrett & Nathan Garrett - a work in progress in GoogleDocs (October 2007) Published in On the Horizon Vol. 17 No. 2, 2009, pp. 142-152, © Emerald Group Publishing Limited, ISSN 1074-8121 http://docs.google.com/Doc?id=dd76m5s2_39fsmjdk
Most of the resources I need to achieve my goal of Promoting and Modeling Digital Citizenship and Responsibility are available in the middle school I teach at. I have not had the opportunity to collaborate with my colleagues as of yet. The plan is to meet with teachers, the librarian, and the local police officer who visits our school. I believe a team effort is needed to teach the importance of digital responsibility to all students at our middle school. I want my students to understand that technology is a relevant part of all our lives, every day of our lives. “ The best teachers you ever had were not merely those who were smart or knew a lot; they found myriad ways to make their subjects relevant to your life” (Kottler, Zehm, & Kottler, 2005, p.153).
Modification of my plan needs to be on the methods I use to assess my student’s work and also how I use this information to improve my lessons. For example: poor grades which are consistent through out a class can be an indication of a lesson plan which needs to be revised.
I also want to consider using participation and effort as a form of assessment during the instructional phase of a unit. Many of my lessons are hands on and I have noticed students are not as involved in the class discussion phase of a project. I believe if they understand I am looking for their opinions this will encourage students to become more involved.
A new question or consideration I have is on the use of portfolios in my classroom. One of the goals in my GAME plan focuses on Facilitating and Inspiring Student Learning and Creativity. I believe the electronic portfolio project can help achieve this goal. Barrett, and Garrett, (2009) refer to Portfolios as “a students own stories of what they know, why they believe they know it, and why others should be of the same opinion. A portfolio is opinion backed by fact... Students prove what they know with samples of their work.” (p.2). Considering I see the entire school (grades six through eight), this could be an ongoing project my students work on from year to year and hopefully inspires them to continue in high school.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning
Kottler, J. A., Zehm, S. J., & Kottler, E. (2005). On being a teacher: The human dimension (3rd ed.). Thousand Oaks, CA: Corwin Press.
Online Personal Learning Environments: Structuring Electronic Portfolios for Lifelong and Life Wide Learning by Helen Barrett & Nathan Garrett - a work in progress in GoogleDocs (October 2007) Published in On the Horizon Vol. 17 No. 2, 2009, pp. 142-152, © Emerald Group Publishing Limited, ISSN 1074-8121 http://docs.google.com/Doc?id=dd76m5s2_39fsmjdk
Tuesday, November 16, 2010
Carrying Out My GAME Plan WEEK 3 EDUC-6713I-6
The intended learning strategy is: Discovering what makes up a strong bridge structure. This will be accomplished through a group effort consisting of internet research, compilation of data, and a presentation of the results in a multimedia program such as powerpoint.
Resources needed are: The first resource is access to the internet; luckily this is available in one of my classrooms. I plan on creating a teacher’s blog site which will contain step by step instructions on the bridge project. It will also have information such as links to web sites containing important information on bridge structures. I am fortunate that each computer has a powerpoint program on it for students to demonstrate what they have learned.
One of my strategies or goal is: to determine the learning preferences of my students so I may properly place them in groups which consist of diverse talents that compliment each other. My goal is to create teams of learners with different skills so they can help each learn the entire bridge design curriculum rather then watering it down. Cennamon, Ross, and Ertmer (2010) confirm this by mentioning “As a teacher, you develop learning goals for your students that allow them to obtain the skills and knowledge required by curricula and standards”(p.121).
So far I have been able to confirm each computer does have a working version of powerpoint, and the web links from last year are still valid. I plan on taking an informal survey to see how many students do NOT have internet access at home. This will be an important factor when determining if (and what type of homework) I can assign.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Resources needed are: The first resource is access to the internet; luckily this is available in one of my classrooms. I plan on creating a teacher’s blog site which will contain step by step instructions on the bridge project. It will also have information such as links to web sites containing important information on bridge structures. I am fortunate that each computer has a powerpoint program on it for students to demonstrate what they have learned.
One of my strategies or goal is: to determine the learning preferences of my students so I may properly place them in groups which consist of diverse talents that compliment each other. My goal is to create teams of learners with different skills so they can help each learn the entire bridge design curriculum rather then watering it down. Cennamon, Ross, and Ertmer (2010) confirm this by mentioning “As a teacher, you develop learning goals for your students that allow them to obtain the skills and knowledge required by curricula and standards”(p.121).
So far I have been able to confirm each computer does have a working version of powerpoint, and the web links from last year are still valid. I plan on taking an informal survey to see how many students do NOT have internet access at home. This will be an important factor when determining if (and what type of homework) I can assign.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
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