Week 7 Reflection

Reflection on Technology Integrations in a Language Arts Classroom

            My original GAME Plan blog post includes a subhead: “Subject to Change,” and change it has. I have experienced a sort of opportunity explosion with regards to using technology as a learning tool in my classroom. Because I advise the Yearbook class, I have a bank of 20 computers in my room, fully equipped for Internet research and Microsoft 7. However, most of my assignments are typically just basic research and essay writing. Students utilize the program for Power Point once a semester too. After developing a unit following the guidelines for a GAME Plan, I now realize that not only do I need to prepare more details for assignments, but I need to include activities that will stretch the students’ computer abilities too.

            Several resources point to the urgent need to prepare students for a more diverse and technologically complicated work environment. The most important development in my understanding of technology integration occurred the very first week when Dr. Katherine Cennamo discussed self-directed learning (Laureate Education, Inc., 2010).  The basic outline for the acronym, GAME Plan, provides both the teacher and student a process for developing their best work and increasing learning outcomes. I did not really take this process seriously, until the end of week seven and the unit plan which included three supper interactive assignments was compiled in the application paper. Unfortunately, I have realized that I operate from a “least likely to fail” agenda for my classroom. As such, the students may learn, but are never stretched beyond their limits to try new technologies or collaborate with others to develop understanding.

I think it will be a natural process to openly dialogue with the students a GAME Plan for each unit we complete. By modeling and instructing this process, I can teach students to become more self-directed and take more ownership of their own learning.

            Now that I know there are secure sources for engaging students on social networks, I feel more confident attempting to incorporate this form of technology. I have always wanted to broaden the perspectives of my students, but did not know how or where to find the right resources. It seems they were under my nose all the time. I like the way the three lessons for the unit designed for this class support technology in both creative and developmental ways. Students will grow in reading, writing, interpersonal relations, and technology skills; all of which are valuable for the world of work.  As Margaret Noble stated in the week one webcast, “Authentic learning environments develop critical and creative thinking skills, while teaching content standards” (Laureate Education, Inc., 2010).  This is important because students need to be able to analyze, synthesize, and apply their learning of content to real world situations. I have heard more than once from a student, “Why do I have to read this…?” or “I will never use this information.” Comments like this should not be an irritant, they should be a wake-up call that what we are considering valuable content does not resonate with the student’s understanding of the world. Therefore we must bring the two worlds together, or as Noble suggested, “…breaking down boundaries in unexpected ways” (Laureate Education, Inc., 2010).

            This August I will begin the year using the Blackboard program so that students understand this is a norm and can become familiar with online technology for the classroom. I will also unpack my Mimio Pad and use it daily! While I am not alone in this negligence, I am still ashamed to have access to something so beneficial to student learning and not using it even occasionally. Most of the math classes use the Mimio for the white board, so students are familiar with the process of interacting with a computer using a stylus, so the learning curve in more on my shoulders. I originally viewed the Mimio Pad as a great tool for editing writing. I can envision students collaboratively correcting an essay displayed on the white board by passing the Pad across the aisles. This takes writing to a whole new level. I also want to teach students to use the World Wide Web responsibly. We assume too much about our student’s ability to surf. They really are ignorant of laws that regulate the Internet, let alone how to qualify the information they “find.” As teachers using technology to instruct, we must first make sure they are using the tool to the best possible measure, especially if we plan to assess a student for using the Internet for an assignment.

            Problem-based learning, social (education) networking, and digital storytelling are all new to my lesson planning strategies. Through the resources and lesson planning, I feel like I have achieved a new and better understanding of how to create lessons with a goal in mind and utilizing technology to create a more authentic learning experience for my students. Many of the themes used in literature correlate to real world issues, so establishing connections using the problem-based learning format will be a breeze. I can see how using the format outlined by Ertmer and Simons in “Jumping the PBL Implementation Hurdle: Supporting the Efforts of K-12 Teachers” will help me facilitate this process successfully (2006). Engaging the students in the question seems to me like the easy part, probably because I have a bit of entertainer in me and I naturally question everything. However, keeping the engagement going to completion will be a learning experience. The suggestions provided, like “distributing the rubric in advance, collaborating with students to create the grading rubric, presenting a series of interim deadlines, and providing graphic organizers” will make the task doable (Ertmer & Simons, 2006).

            Edmodo has been a resource on our district web page for a few years now! Who knew? I always declare, “I don’t have an original thought in my head,” because so much of what I do is learned from others. I find something that piques my interest; I use it, modify it, and make it my own. Edmodo is not only FREE and a great resource for students, it is a networking site for teachers! I can increase my network ten-fold with the click of a few keys. I have already downloaded a rubric that was shared for assessing student’s use of the social networking aspect of Edmodo for ideas.

            Digital storytelling is a natural extension of my technology usage for yearbook; I just never thought about using it in my English classes. Several assignments I currently use can be more engaging and more “authentic” by incorporating digital storytelling: the “Who Am I?” senior introduction project; the “Human Rights Violations Awareness Campaign” seniors do after reading war literature second semester; the junior persuasive advertisement; and now the “What does it mean to be American in the 21^st Century?” project. I am excited. I have used cameras well since high school, now the video camera will be a challenge to conquer.

            Reflection complete – I have grown and learned a lot through the seven weeks of this class. I am more comfortable than ever before to embrace the 21^st century classroom models and provide my students with as many opportunities to grow as possible.

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.

Ertmer, P., & Simons, K. (2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl

Laureate Education, Inc. (Executive Producer). (2010). Week one: Promoting self-directed learning and creative thinking in content areas [Webcast]. Baltimore, MD: Author.

   

Week 4 Questions for the GAME Plan

WEEK 4: GAME Plan Progress

Planning and developing a process ahead of the game is challenging! So many details!

Does anyone have journal ideas for a unit on persuasion? (I want to have the journal prompts entered for the 4-week unit before the students begin the process.)

 I am also working on a power point to explain the process of effective research. The students will use only the internet to explore their topic. The recent class we had on using technology effectively is really helping. However, I am not sure I am covering the basics from the point of view of a student. I think I will use some of the students in the summer school classes to “test” this process and make sure I have covered all the necessary details.

I have a concern and want to know if other schools have a similar issue: cell phone and Facebook use in the classroom. My high school changed the policy regarding cell phones this last year, allowing students to use their phones in the before/after school, in the halls during passing period, and during lunch. Cell phone usage during class is discouraged and many teachers will deduct class participation points if students have their phones out in class. Also, Facebook is blocked on the district server. Of course, most students know how to get around the block, but they are not supposed to use the site on academic computers. And again, some teachers hold fast to this rule, while others, like me, don’t police the web site usage. In fact, many times my yearbook students need to access Facebook to capture photos of sporting events other students have posted. Before I begin the process of utilizing these tools, I want to know who and how social networking is used in other classrooms. I am assuming that the district is changing their position on this topic because they are hosting the workshop this summer, which I am taking, on “Social Networking in the 21^st Century Classroom.  However, I want to learn how other teachers are currently using this process in their classrooms.

            After this week’s resources on assessments using technology, I also think I need to modify my GAME Plan by adding steps from standards 2, 3, and 4. Presently, my GAME Plan includes strategies for my professional growth and leadership, standard 5, so I am prepared for instruction using technology. I also want to focus on Standard 1: Facilitate and Inspire Student Learning and Creativity because students need to think of technology as a tool for communication, research and learning, and a resource for creating authentic assignments for assessment. Now I think additional goals need to be added to complete the process. However, I worry that I’m trying to do too much at once.

            Is it possible to implement the ISTE standards one at a time or is it better plan strategies that incorporate all or at least one from each standard? I would really appreciate some ideas on what is the best practice for teaching these technology standards.  What do you think?

Georgana's GAME Plan, Step One:

WEEK 3:  STEPS TO THE GOAL

Technology will play a key role in the development of a 21^st century learning environment. So I must become computer and internet savvy. Today, most students do not have a fear of technology. They own cell phones, digital music and photography equipment, gaming machines, and computers that can interface globally. The only way I will be able to even get their attention is to use technology seamlessly as I develop lesson plans, implement these lessons, and instruct assignments. Becoming technologically literate is an ongoing process, as the frontier of equipment is ever changing. Focusing right now on what I can do to develop my own “professional practice, model lifelong learning, and exhibit leadership in my [their] school” will be a huge step in the right direction (ISTE, 2008).  

            One step I can make before next fall is to develop my Blackboard page and establish unit folders for each of my English classes. I know I want them to use the journaling capability, so I can upload journal topics for the units too. Another service the Blackboard program provides is storage of documents. I can load documents that are used as handouts so students will have access to information if they are absent or lose their copy.

            In addition to utilizing Blackboard, I have enrolled in a class to be held at my district’s Teacher Learning Center on July 19, 2011: Social Networking for the 21^st Century Classroom. At this class, I will be introduced to several strategies on teaching for increased learning using, as well as Edmodo, Schoolology, and other cool new technology tools. I do not know what these programs do, but they are supported by the district information systems so I should have access to them free on my classroom computers.

Another summer plan for improvement is rereading a book I received in a previous workshop: Teaching with the Internet K-12: New Literacies for New Times, Fourth Edition. The book includes lesson planning ideas for language arts, using the internet to increase multicultural understanding, creating a system of equity using the internet, and developing a home page for my classroom. 

            Between these resources and the classes taken through Walden, I will be increasing my professional growth and leadership. These resources will also allow me to develop “a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others” (ISTE, 2008). My district encourages staff members to coach others and to present at building inservice trainings. I have also been asked by my department chair to facilitate training in August on research strategies using the internet! I need to focus on learning this material now!

References

International Society for Technology in Education (ISTE). (2008). National education standards for teachers (NETS-T). Retrieved on April 28, 2010 from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Leu, D. J., Leu, D. D., Coiro, J. (2004). Teaching with the Internet K-12: New literacies for new times (4^th ed.). Norwood, MA: Christopher-Gordon Publishers, Inc.

Georgana's Personal GAME Plan (subject to change!)

Game Plan for Integrating Technology in a Language Arts Classroom

            I feel like a first year teacher – learning and instructing the curriculum simultaneously! However, the previous eleven years have taught me to be flexible, to embrace change, and to enjoy the ride.

            According to the National Educational Technology Standards for Students (NETS-S) and the Performance Indicators for Teachers (NETS-T), technology should be used to generate authentic artifacts of student learning and to bridge the transition between the classroom and the world of work (ISTE, 2008). As a teacher, my role is to learn and incorporate the use of technology in my curriculum, as well as model responsible use of technology. For the student, learning to use technology for self-expression and demonstration of learning is a key to academic and professional success. Using the GAME Plan outline discussed in week one by Dr. Katherine Cennamo, I have planned the following steps to develop a technology enriched curriculum (Laureate Education, Inc., 2010):

GOALS:

First, I plan to address standard 5: “engage in professional growth and leadership” by “participating in local and global learning communities to explore creative applications of technology to improve student learning” (ISTE, 2008). On a local level, I have enrolled in continuing education classes for utilizing a Blackboard program available on our server and workshops to develop lessons which incorporate a MIMIO pad. These are two tools that will create organization as well as provide students with technology interaction that is purposeful and applicable to continued learning. My second goal is to focus on standard one, “facilitate and inspire student learning and creativity” by incorporating technology throughout the curriculum (ISTE, 2008). Students will learn to “explore real-world issues” and use digital tools and resources for problem solving (ISTE, 2008). As I grow in confidence and skill, so will my students.

ACTIONS:

 I have begun incorporating Blackboard, but never put the plans into action. The site allows for student journaling and posting of assignments so that students who were absent or not paying attention can access the notes and worksheets for daily lessons. Creating journal entries for each unit will encourage students to communicate what they know, feel, and understand about the themes in literature. By utilizing this type of technology, students will be better prepared for college too because most higher education institutions require students to interact regularly with these types of programs.

            I am ashamed to say I have had a MIMIO pad (a hand-held tablet) that interfaces with a Smart Board for a year and have not used it to instruct! I believe learning to use this tool and developing lessons for research, writing, and review will engage students and develop their skill and understanding of technology.

            These two actions alone will address several of standard one’s indicators, including the use of collaboration to learning as we work together to incorporate and facilitate the use of technology in the classroom.

Monitoring:

            Monitoring the success of my students will include a pre- and post-activity survey of skills. By determining what skills students possess before we begin will enable me to determine both the speed of progression and the attainment or fine-tuning of new skills. I plan to use a checklist type rubric to help students track their progress too. However, key to their success is my own understanding of the objectives for using technology as tool for learning the language arts standards. I need to monitor my level of understanding too! Therefore, I have begun a checklist of what technology I use now to instruct and what tools I want to learn and use, like Podcasts, wikis and blogs.

Evaluating:

The evaluation process really involves more than a grade. The key focus for me is the answer to this question: Did my students learn the objective of the lesson and demonstrate this understanding effectively with technology? Involving the students in determining what and how they will learn encourages a more self-directed learning process. We use KWL graphic organizers regularly, so adding the H for How will encourage students to determine a measure of their own learning and what tools they can use to achieve their learning goals (Cennamo, Ross, & Ertmer, 2009).

References

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

International society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved on April 28, 2010 from  http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Laureate Education, Inc. (Executive Producer). (2010). Program One: Promoting self-directed learning and creative thinking [Webcast]. Promoting self-directed learning. Baltimore, MD: Author.