The first goal of my GAME plan is to collaborate with other high school health and Physical educators in order to share lessons that incorporate technology. As it may be difficult to ensure participation, I must find a way to carry out this goal. My first inclination would be to begin with an email to all the teachers to bring up the idea of sharing lessons across the county in hopes to spark interest. I will also mention this idea to our supervisor so that they can maybe dedicate a session during one of our in-services to lesson sharing. I have already begun to reach out to a few teachers, and they would be interested in sharing, they just admit that they get lazy and or forget that they can post to our Sharepoint portal. It appears that there are many teachers who already have lessons to share, but admit that they are lackadaisical when it comes to simply hitting “submit” on sharepoint. Others have expressed that they do not have access to many technology tools so collecting lessons would not be helpful to them. I plan to facilitate a meeting at the end of the school year, when things calm down, to discuss this plan for next year. I would like to offer up a few dates over the summer to see if a group would be interested in meeting to create different lessons. At this meeting, we could upload them to Sharepoint right there and then so that they do not need remember later. Accountability is my next feat. How will I get teachers to participate year-round? With this part of my goal, I need to be a squeaky wheel and send friendly reminders out on a bi-monthly basis or maybe organize a lunch to make it also a social event.
For my second goal of making sure that my students are responsible when utilizing technology tools, I will need to my administration as a resource to explore consequences of improper usage. I would also like to sit down with our building tech to review and explore the usage settings that can be activated on a blog or wiki site. This will help prevent students from going places and posting things that can result in negative consequences. I will also need to create a PowerPoint with scenarios that exhibit both responsible and irresponsible behaviors on the internet and with other tools. I have no problems creating PowerPoint presentations so this will be the easiest part of carrying out my goal. I will also need to access our school wiki site to create a classroom blog. I would like to create a screencast to supplement my instruction on how to use a wiki site. From there, students will have to create user-names to be able to track posts in the future.
Wednesday, March 16, 2011
Wednesday, March 9, 2011
Implementing My Personal GAME Plan
“The GAME plan enables you to customize your approach to learning tasks, to develop relevant skills that are important to you, and prepares you for lifelong learning” (Cennamo, Ross, & Ertmer, 2009, pg.3). This sets the tone for my personal goals for strengthening my confidence and proficiency for the following indicators: to participate in global or local learning communities to explore creative applications of technology to improve student learning, and to promote and model digital etiquette and responsible social interactions related to the use of technology and information.
For my first goal, I plan to collaborate with fellow health and physical educators within the county to share ideas and lessons that incorporate technology. When it comes to learning about new applications, I would find it extremely daunting to try to re-invent the wheel. I am certain that there are many teachers that have implemented creative lessons, I just have never asked for them to share. At our county in-service I plan to communicate my desire to collaborate with other high school teachers to put together a series of lessons that can be utilized in our classrooms. Once we begin to explore new applications, we can begin to post our ideas on our sharepoint website. This acts as an online resource directory that all teachers within the county can use to share lessons. Another way to monitor this goal would be for our local learning community to communicate using a blog throughout the year. The evaluation will take place at the end of the years in-service to see how many teachers utilized the lessons that were posted and see if there are ways that we can tweak them if necessary.
My second goal will be a bit more challenging for me. I am becoming more comfortable using technology tools, but I am still not 100 percent confident that I can trust my students to act appropriately when interacting with certain tools. For example, I am fearful that a form of bullying will occur if I set up a classroom blog. So often I hear about students creating false profiles for other students on Facebook. Although Facebook is not an option in our school, I am unsure of the capabilities that my students have when communicating with other students online. I plan to set up a Powerpoint with examples of inappropriate usage as well as consequences. Consequences may be school-related but may also affect a student emotionally. One way to monitor this would have consistency when reading student posts to ensure that they are reporting responsibly and that no forms of bullying are taking place. To evaluate my goal, I will have students create an example of an appropriate post as well as one that includes an incident where bullying, or other inappropriate action, had been present during a blog post or voicethread. They will then turn in a reflection on what actions should be taken when a student interacts inappropriately.
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.
National Education Standards for Teachers (NETS-T). (2008). Located at http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
For my first goal, I plan to collaborate with fellow health and physical educators within the county to share ideas and lessons that incorporate technology. When it comes to learning about new applications, I would find it extremely daunting to try to re-invent the wheel. I am certain that there are many teachers that have implemented creative lessons, I just have never asked for them to share. At our county in-service I plan to communicate my desire to collaborate with other high school teachers to put together a series of lessons that can be utilized in our classrooms. Once we begin to explore new applications, we can begin to post our ideas on our sharepoint website. This acts as an online resource directory that all teachers within the county can use to share lessons. Another way to monitor this goal would be for our local learning community to communicate using a blog throughout the year. The evaluation will take place at the end of the years in-service to see how many teachers utilized the lessons that were posted and see if there are ways that we can tweak them if necessary.
My second goal will be a bit more challenging for me. I am becoming more comfortable using technology tools, but I am still not 100 percent confident that I can trust my students to act appropriately when interacting with certain tools. For example, I am fearful that a form of bullying will occur if I set up a classroom blog. So often I hear about students creating false profiles for other students on Facebook. Although Facebook is not an option in our school, I am unsure of the capabilities that my students have when communicating with other students online. I plan to set up a Powerpoint with examples of inappropriate usage as well as consequences. Consequences may be school-related but may also affect a student emotionally. One way to monitor this would have consistency when reading student posts to ensure that they are reporting responsibly and that no forms of bullying are taking place. To evaluate my goal, I will have students create an example of an appropriate post as well as one that includes an incident where bullying, or other inappropriate action, had been present during a blog post or voicethread. They will then turn in a reflection on what actions should be taken when a student interacts inappropriately.
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.
National Education Standards for Teachers (NETS-T). (2008). Located at http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
Saturday, February 26, 2011
Transitioning from Knowledge to Synthesis: Reflection
There is no doubt that we are living in a world gripped by technology. Successful technology tools and applications have the ability to generate impressive results for our digital natives. However, even with all of the wonderful advances in technology, we must be sure our students do not loose sight of the importance of traditional literacy skills. “Supporting Information Literacy and Online Inquiry in the Classroom” has provided ways to engage students in their learning in ways that stimulate them by infusing lessons with technology and skills that our students need in today’s ever-changing world. This course helped restore my appreciation for the new literacy skills in a remarkable way as it provided exposure to new strategies to help students to question, search, evaluate, synthesize, and effectively communicate information like never before (Laureate Education, 2009). In the 21st century one must encompass the traditional literacy skills such as reading, writing, and speaking as well as the new literacy skills that include listening skills, information skills, technical skills, media skills, personal skills, cooperative skills, and professional skills (Jukes, 2001).
Time and again I assumed that because students have ample experience with the internet and other technologies that they were capable of navigating the web and locating, evaluating, synthesizing, and communicating information. The truth is that it can be very difficult to locate valid information and make sense of it. The screen capture application during week five in this course provided me with a great tool to model appropriate steps to locate information. Students can too often become lost in the surplus of information available to them. Screen casting has already become apart of my teaching practice. This tool, as well as others offered in the resources provided by this course, will help facilitate the adoption of these practices for my students to exhibit safe and ethical technology use and proper literacy skills.
I plan to incorporate more inquiry-based learning activities and projects into my health class. I believe that students will benefit by investigating health issues on their own through developing essential questions, locating and evaluating resources related to their research questions, synthesizing that information, and communicating the results effectively. Prior to this course, I have had experience with inquiry-based projects but have not had huge success with them. For future projects, I plan to utilize the strategies outlined in Eagleton and Dobler’s, “Reading the Web: Strategies for Internet Inquiry”. I am the only health educator in my school, I would like to reach out and collaborate with other health teachers in the county to create an inquiry-based lesson for each of our units of health such as nutrition, mental health, consumer health, and family life. “We would be doing students a disservice by not preparing them to apply the inquiry process to the world’s most massive source of information, one that will impact their future daily lives in ways we cannot even imagine” (Eagleton & Dobler, 2007, p.281).
References
Eagleton, M., & Dobler, E. (2007). Reading the web. New York, NY: The Guilford Press
Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Retrieved from http://www.committedsardine.com/handouts/twca/pdf
Laureate Education, Inc. (Executive Producer). (2009). New literacy’s. Supporting information literacy and online inquiry in the classroom. Baltimore: Author.
Time and again I assumed that because students have ample experience with the internet and other technologies that they were capable of navigating the web and locating, evaluating, synthesizing, and communicating information. The truth is that it can be very difficult to locate valid information and make sense of it. The screen capture application during week five in this course provided me with a great tool to model appropriate steps to locate information. Students can too often become lost in the surplus of information available to them. Screen casting has already become apart of my teaching practice. This tool, as well as others offered in the resources provided by this course, will help facilitate the adoption of these practices for my students to exhibit safe and ethical technology use and proper literacy skills.
I plan to incorporate more inquiry-based learning activities and projects into my health class. I believe that students will benefit by investigating health issues on their own through developing essential questions, locating and evaluating resources related to their research questions, synthesizing that information, and communicating the results effectively. Prior to this course, I have had experience with inquiry-based projects but have not had huge success with them. For future projects, I plan to utilize the strategies outlined in Eagleton and Dobler’s, “Reading the Web: Strategies for Internet Inquiry”. I am the only health educator in my school, I would like to reach out and collaborate with other health teachers in the county to create an inquiry-based lesson for each of our units of health such as nutrition, mental health, consumer health, and family life. “We would be doing students a disservice by not preparing them to apply the inquiry process to the world’s most massive source of information, one that will impact their future daily lives in ways we cannot even imagine” (Eagleton & Dobler, 2007, p.281).
References
Eagleton, M., & Dobler, E. (2007). Reading the web. New York, NY: The Guilford Press
Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Retrieved from http://www.committedsardine.com/handouts/twca/pdf
Laureate Education, Inc. (Executive Producer). (2009). New literacy’s. Supporting information literacy and online inquiry in the classroom. Baltimore: Author.
Friday, August 20, 2010
Bridging Learning Theory, Instruction, and Technology Reflection
“Bridging Learning Theory, Instruction, and Technology” has greatly enhanced my knowledge on how the use of technology tools directly corresponds with how the brain learns. In the beginning of this course I thought I was incorporating technology into my classroom through a variety of avenues. I previously mentioned how students will have a more concrete understanding of what they are learning if it fits into their society or lifestyle and continue to stand by the fact that today’s students are more technology savvy. My students will be able to be more engaged in learning due to the resources provided by this course. Technology still supports my personal instructional theories to strive to make the appropriate connections to the real world and to feel like there is purpose and meaning in what I teach to my students. . “The act of teaching requires an understanding of learning and an understanding of the individual and environmental factors that affect the learner” (Lever-Duffy & McDonald, 2008, p.25).
Dr. Wolfe noted that the learning process occurs when connections are made between neurons within the brain. Brain research and learning theories help us understand how these learning process can have a profound effect on student learning. Learning is enhanced by way of making connections so ultimately the more learning takes place as more connections are made. When students are actively involved in meaningful activities a variety of areas within their brains are being stimulated resulted in maximized student learning (Laureate Education, Inc., 2008c). As Dr. Orey suggested, we can truly engage our students and enhance their learning when instruction is diversified and individualized to reach a variety of learning styles and multiple intelligences (Laureate Education, Inc., 2008a). Numerous studies indicate that students encompass a variety of different learning and cognitive styles and multiple intelligences. Activating this knowledge requires a different approach to teaching that incorporates educational technology.
Educational technology can be used to broaden the horizons of instruction. It has the ability to increase brain activity by tapping into the visual, auditory, and kinesthetic learner while allowing them to explore their multiple intelligences. The use of this technology allows students to make concrete connections and will aid to better prepare students to thrive in today’s society. The educational technologies I was using almost everyday was the interactive whiteboard, LCD projector, student laptop computers, and Power Point. While these tools are effective if used in engaging students in their learning, educational technology reaches far beyond these tools
It is my long-term goal to ensure that all students are learning with these technological tools tools not just from them (Kirschner & Erkins, 2006). I plan to better use technology as a learning tool rather than an instructional tool. The key difference between technology as an instructional tool and technology as a learning tool comes down to who exactly is using the technology. When a teacher is the primary user of the technology, it is an instructional tool while student-centered technology use classifies the technology as a learning tool (Laureate Education, Inc., 2008b). There is a place for instructional tools, however student learning is best enhanced when technology is used as a learning tool. When making decisions about incorporating certain technologies in my classroom, I try to ensure that the technology is student-centered and provides opportunities for students to construct their own knowledge, collaborate with peers, and/or provides immediate feedback.
In the up-coming school year I also plan to create a class wiki. Blogs are blocked from our school system so wiki’s are the next best thing. I would like to use this tool to allow students to post discussion questions for my health class. Often students are embarrassed to ask questions during class, this way if they have an alias to use instead of their names I can address the question and even leave it open for others to engage in the conversation. VoiceThread, content mapping tools such as Webspiration, virtual field trips and multi-user virtual environments are online tools that I also intend to experiment with in the future to provide meaningful learning opportunities. The more technology I incorporate the more I become a facilitator to the learning processes of my students. They can work independently or in groups to create visual representations of concepts and show links between ideas and curriculum points. By incorporating these technologies, many of which students are already familiar, educators can easily capture their attention and actively engage them in learning activities that permit students to construct their own knowledge.
Instructional strategies require change to keep up with the changes in education all with the same goal to better educate our students. Traditional teaching provides a disservice to our students. Students need more from their teachers that just lecture. We must engage them in their learning and excite them about the content by infusing lessons with technology and skills that our students need in today’s fast-paced society. As stated by Lever-Duffy & McDonald (2008),
I look forward to refining my role as a facilitator by incorporating the skills and knowledge learned throughout this course . “Bridging Learning Theory, Instruction, and Technology” proved to be an excellent resource for tools to integrate into my own lessons.
References
Kirschner, P., & Erkens, G. (2006). Cognitive tools and mindtools for collaborative learning. Journal of Educational Computing Research, 35(2), 199–209.
Laureate Education, Inc. (Producer). (2008a). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008b). Program thirteen. Technology: Instructional Tool vs. Learning Tool [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Dr. Wolfe noted that the learning process occurs when connections are made between neurons within the brain. Brain research and learning theories help us understand how these learning process can have a profound effect on student learning. Learning is enhanced by way of making connections so ultimately the more learning takes place as more connections are made. When students are actively involved in meaningful activities a variety of areas within their brains are being stimulated resulted in maximized student learning (Laureate Education, Inc., 2008c). As Dr. Orey suggested, we can truly engage our students and enhance their learning when instruction is diversified and individualized to reach a variety of learning styles and multiple intelligences (Laureate Education, Inc., 2008a). Numerous studies indicate that students encompass a variety of different learning and cognitive styles and multiple intelligences. Activating this knowledge requires a different approach to teaching that incorporates educational technology.
Educational technology can be used to broaden the horizons of instruction. It has the ability to increase brain activity by tapping into the visual, auditory, and kinesthetic learner while allowing them to explore their multiple intelligences. The use of this technology allows students to make concrete connections and will aid to better prepare students to thrive in today’s society. The educational technologies I was using almost everyday was the interactive whiteboard, LCD projector, student laptop computers, and Power Point. While these tools are effective if used in engaging students in their learning, educational technology reaches far beyond these tools
It is my long-term goal to ensure that all students are learning with these technological tools tools not just from them (Kirschner & Erkins, 2006). I plan to better use technology as a learning tool rather than an instructional tool. The key difference between technology as an instructional tool and technology as a learning tool comes down to who exactly is using the technology. When a teacher is the primary user of the technology, it is an instructional tool while student-centered technology use classifies the technology as a learning tool (Laureate Education, Inc., 2008b). There is a place for instructional tools, however student learning is best enhanced when technology is used as a learning tool. When making decisions about incorporating certain technologies in my classroom, I try to ensure that the technology is student-centered and provides opportunities for students to construct their own knowledge, collaborate with peers, and/or provides immediate feedback.
In the up-coming school year I also plan to create a class wiki. Blogs are blocked from our school system so wiki’s are the next best thing. I would like to use this tool to allow students to post discussion questions for my health class. Often students are embarrassed to ask questions during class, this way if they have an alias to use instead of their names I can address the question and even leave it open for others to engage in the conversation. VoiceThread, content mapping tools such as Webspiration, virtual field trips and multi-user virtual environments are online tools that I also intend to experiment with in the future to provide meaningful learning opportunities. The more technology I incorporate the more I become a facilitator to the learning processes of my students. They can work independently or in groups to create visual representations of concepts and show links between ideas and curriculum points. By incorporating these technologies, many of which students are already familiar, educators can easily capture their attention and actively engage them in learning activities that permit students to construct their own knowledge.
Instructional strategies require change to keep up with the changes in education all with the same goal to better educate our students. Traditional teaching provides a disservice to our students. Students need more from their teachers that just lecture. We must engage them in their learning and excite them about the content by infusing lessons with technology and skills that our students need in today’s fast-paced society. As stated by Lever-Duffy & McDonald (2008),
I look forward to refining my role as a facilitator by incorporating the skills and knowledge learned throughout this course . “Bridging Learning Theory, Instruction, and Technology” proved to be an excellent resource for tools to integrate into my own lessons.
References
Kirschner, P., & Erkens, G. (2006). Cognitive tools and mindtools for collaborative learning. Journal of Educational Computing Research, 35(2), 199–209.
Laureate Education, Inc. (Producer). (2008a). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008b). Program thirteen. Technology: Instructional Tool vs. Learning Tool [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Monday, August 2, 2010
Thursday, July 29, 2010
Wednesday, July 28, 2010
Connectivism and Social Learning in Practice
Combined social learning and constructionism create a learning environment where students can work collaboratively both inside and outside of the classroom to construct knowledge and artifacts. This form of cooperative learning plays an integral part in allowing our “to be prepared for the fast-paced, virtual workplace that they will inherit”(Pitler, Hubbell, Kuhn & Malenoski, 2007, p.139).
The characteristics of Lev Vygotsky’s theory include speech and language as vital components to intelligence. Cooperative learning relates with his theory as it creates the opportunity to discuss concepts, collaboratively solve problems, and create artifacts all of which are very powerful tools to enhance student learning when students realize that the teacher is not the only expert in the room and begin to look to their peers for assistance (Laureate Education, Inc., 2009).
Connectivism requires the use of diverse knowledge sources distributed within a social network (Orey, p.2). Networks may include voicethreads, blogs, and other web resources such as webquests and keypals all provide students the opportunity to share ideas, communicate, and work together to complete a project or assignment from multiple locations. “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” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.140). Integrating such technologies can only strengthen an educators ability to captivate students and actively engage them in learning activities. In turn, students construct their own knowledge both individually and cooperatively.
Resources:
Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Connectivism as a Learning Theory. [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The characteristics of Lev Vygotsky’s theory include speech and language as vital components to intelligence. Cooperative learning relates with his theory as it creates the opportunity to discuss concepts, collaboratively solve problems, and create artifacts all of which are very powerful tools to enhance student learning when students realize that the teacher is not the only expert in the room and begin to look to their peers for assistance (Laureate Education, Inc., 2009).
Connectivism requires the use of diverse knowledge sources distributed within a social network (Orey, p.2). Networks may include voicethreads, blogs, and other web resources such as webquests and keypals all provide students the opportunity to share ideas, communicate, and work together to complete a project or assignment from multiple locations. “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” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.140). Integrating such technologies can only strengthen an educators ability to captivate students and actively engage them in learning activities. In turn, students construct their own knowledge both individually and cooperatively.
Resources:
Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Connectivism as a Learning Theory. [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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