Week 4 GAME-Plan Update

This week’s resources provided me with a tremendous amount of information about assessment. Dr. Ross discussed three steps for determining effective assessment, and this clearly outlined information helped a great deal. I learned that teachers need to identify learning objectives, determine teaching methods and lastly, choose technology to support both of the above in order to effectively determine what students learn. As a result of this information, I was able to identify the kind of assessment that works best with my student objectives and classroom instruction. Based on the fact that I instruct students to create projects, problem solve, and share their information, I learned from Cennamo, Ross, and Ertmer (2009) that performance-based and project-based assessment are a great way for my students to demonstrate mastery.

References

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Producer). (2009). Assessing Student Learning with Technology [Motion Picture]. Integrating technology across the content areas. Baltimore: Author.

Week 3 GAME-Plan Update

Last week I learned more about how I could monitor my progress by creating a checklist (Thanks, Amy G!) I found it interesting that I generate checklists and rubrics for my students quite often; however, I did not think about using one in my own NETS-T GAME plan.

This week’s resources helped me review summative and formative assessments, so I can check this off the list. However, I am going to need to draw some kind of concept map to align the assessments I do with content and technology standards. Basically, I need a graphic organizer to get a clear picture. I will definitely need to review chapter five of our course text in order to do this. (Yes, I am extremely visual!)

Currently I am in pursuit of a list of current and emerging digital tools that I would like to learn more about in order to inform and teach students. Specifically, I would like to learn about MovieMaker, so I can have my students create digital stories next school year.

Integrating Technology Across the Content Areas: Personal GAME Plan

My GOAL is to be more confident and proficient in the following two ISTE NETS-T standards:

Standard 2.d. states that teachers should “provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.”

Standard 3.d. states that teachers should “model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.”

My ACTION plan for meeting these standards is to break them down into steps and create a visual, so I can get a full picture of what I need to do. I will also review the difference between formative and summative assessments and discover multiple and varied forms of them via Walden resources, the Web, and getting feedback from colleagues. In addition, I will research current and emerging digital tools the same way. For example, in this week’s resources, Vicki Davis mentioned the Monster and Flat Earth projects, as well as Twitter, Classroom 2.0 and Classrooms without Borders. I may have heard of these; however, I have not tried using them to enrich students’ learning in the classroom.

I will MONITOR my actions by questioning whether or not I am finding the information I need and whether or not I need to modify my action plan as suggested by Cennamo, Ross, and Ertmer (2009).

Finally, I will EVALUATE and EXTEND my plan based on whether or not I have met my learning goals.

References

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Producer). (2009). Enriching Content Area Learning Experiences with Technology, Part 2 [Motion Picture]. Integrating technology across the content areas. Baltimore: Author.

Reflection: Supporting Information Literacy and Online Inquiry in the Classroom

The most striking revelation I had about the teaching of new literacy skills to my students was how unaware of them many of us are (yes, including myself.) Also, that new literacy skills are not the same as basic literacy skills, such as the ability to read and write. Jukes and MacDonald (2007) state that, “But if all learners do is learn the traditional literacies--to read, write, speak and calculate—they may be literate by 20th Century standards but certainly not by 21st Century standards” (p. 2). As a result, educators should teach students new skills and fluencies that will prepare them for success in the 21st Century. In addition to learning more about 21st Century skills, I learned a great deal about specifically teaching Web literacy skills, and this experience was also quite a revelation. Having the opportunity to implement M. Eagleton and E. Dobler’s QUEST Model of Internet Inquiry helped my students and I adopt a better understanding of Web literacy skills. M. Eagleton and E. Dobler state that, “QUEST also serves as an ideal metaphor for the active quest for information that characterizes our daily lives, whether at home, in school, or in the workplace” (p. 51, 2007). This is an important quote because new literacy skills are more beneficial to students when they are relevant and meaningful to their lives. Moreover, through the QUEST model, students can learn to visualize and apply how to effectively problem-solve using the Web.

The knowledge and experience gained in this course will influence my teaching practice from here forward. For example, prior to my students using the Internet to research information, I will ensure that they have an action plan for using the Web to retrieve information, such as the QUEST Model of Internet Inquiry. Furthermore, I will be more mindful of how I will assess students' understanding when they are conducting a guided inquiry by doing the following: observing students; collecting data on student perfomance from their journals and reflections; and providing students with rubrics and on-going feedback.

Finally, in order to build upon my learning in this course and develop my own technology skills, I would like to pursue two professional development goals. One is to inform my colleagues about the strategies I learned to teach students new literacy skills, and the second goal is to attend the Educational Technologist’s free classes that are offered to teachers throughout the school year. These classes are designed to help teachers learn more about the computer applications available to them, as well as the students. Lastly, when teachers know how to successfully use the computer programs, they can more willingly teach their students how to use and apply them to the students' projects or learning tasks.

References

Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Retrieved from http://www.committedsardine.com/handouts/twca.pdf

Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.

Reflection: Bridging Learning Theory, Instruction, and Technology

As a result of this course, I would like to expand on my personal theory of learning. First, I agree with the following statement by Lever-Duffy & McDonald (2008): “To create the best possible learning environment for your students, you need a working knowledge of learning theory. Then, once this knowledge base is in place, it is wise for you to develop your own, possibly eclectic, view of various learning theories” (p. 18). Second, I believe that due to my learning in this course, I have developed a better understanding of best practices for incorporating educational technology in my classroom. When I defined my personal theory of learning, I did not discuss how important it is for 21st century learners to have the opportunity to learn with technology, and how technology can help engage students and motivate them to learn.

This course has also taught me the difference between learning “from” a computer versus “with” a computer (Orey, 2001). Two technology tools I would like to implement in my teaching are Voice Thread and Web Quests. Both of these tools allow students to learn “with” a computer and center around students collaborating with others and constructing their own meaning, thus enhancing their learning.

The following are a couple of long-term goals changes I would like to make to my instructional practice regarding technology: learn how to effectively utilize the Smart Board to engage students and learn more about how students can use multimedia to accomplish projects. Several times a week, I can set aside time to explore the Smart Board, and while I am doing this, I can generate a list of questions that our educational technologist can help me answer. The same will work for learning more about multimedia projects. I can also talk to other teachers about what they have done in the past for having students create multimedia projects.


References

Lever-Duffy, J. and McDonald, J. (2008). Theoretical Foundations. In teaching and learning with technology. (3rd ed. pp. 2-35). Boston: Pearson.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

LMS IS A GUM FREE ZONE? Voice Thread

Hello Everyone,

A question the faculty at my school is pondering is whether or not the campus should continue to be a gum free zone. Currently, it is supposed to be; however, it sure does not seem like it even though the school's handbook states that gum is not permitted on campus.

I have discovered over the years that if I ignore gum chewers, gum is less of a problem. The year I did my best to reinforce the "no gum" policy, there were more problems with it than ever. I stepped on gum several times, a student sat on a piece of gum that was on a chair in my class, and many times I had to scrape gum from the outer sides of the garbage cans.

What are other schools' policies regarding gum?

http://voicethread.com/share/780103/

Connectivism and Social Learning in Practice

According to Laureate Education (2009), social learning theory says that people build meaning primarily through social interactions with others and their environment. Connectivism expands social learning theory and says that people make connections from technological tools that are used to help people collaborate with each other to share and organize information.

Cooperative learning is a teaching strategy educators can use to support both connectivism and social learning theories. Cooperative learning provides learners the opportunity to interact and socialize with their peers to achieve a common goal. This approach to learning often interests, motivates, and engages students. When cooperative learning is teamed with technology, such as multimedia and computers, the learning process is even more interesting and engaging for students. Pitler, Hubbell, Kuhn, & Malenoski (2007) state that, “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (p. 140).

One exciting way people can use technology to interact with others or collaborate with others via a social network is to use Voice Thread. It is an online collaboration tool that allows people to share ideas and provide insight and feedback to each other. It looks like a fun way to communicate with others and has amazing implications for learning. However, it is blocked from being used at our school. In fact, all social media on the Internet is not allowed to be used from our school. Presently, we can only collaborate on our school’s Intranet site that is housed by SharePoint. I have taken steps to get Voice Thread approved and am waiting for a reply. Nonetheless, I have recommended to students that they give Voice Thread a try from their home computers. Currently, one student is trying Voice Thread to help him study Spanish. This student is weary of repeatedly studying from notes or flashcards and does not feel prepared for the quizzes. In the beginning working with Voice Thread, he is going to create a PowerPoint of vocabulary slides and use Voice Thread to talk about the vocabulary and practice pronunciation. Finally and most important, he is going to invite classmates to get involved and generate more ideas for how they can use teamwork and this particular collaboration tool to help them study Spanish. I am looking forward to hearing the results.

References

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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