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 21st 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 21st 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.
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