Here's a presentation poster I developed to show my colleagues how online learning modules can fill instructional gaps and support meaningful, authentic student learning.
http://chiefbighorn.edu.glogster.com/new-and-emerging-technologies-/
Rodney Smith
Saturday, July 23, 2011
Sunday, April 24, 2011
Reaching and Engaging All Learners Through Technology: Reflection
At the beginning of the next school year, I will create and customize a survey to use with my students to identify their interests, learning styles, multiple intelligences, and learning profiles. This way, I will be able to better plan my lessons and differentiate my instruction. The technology I will use will depend on what I analyze in the inventory results. I will always allow students to use the internet in my classroom. It is important that I model how to evaluate information on the web there for relevancy, validity, and how to detect scams within a website.
As I analyzed my current level of implementation of Universal Design for Learning (UDL) instructional methods, I saw that I could have use the various goals, instructional methods, materials, and assessments that could allow all my students to learn at their own pace and acquire the skills they need to enter the world that awaits them. Howard (2004), states that UDL focuses educators on developing flexible curricula that provide students with multiple ways of accessing content, multiple means for expressing what they learn, and multiple pathways for engaging their interest and motivation. My primary focus will be for my students to get the most out of technology that my school will permit. By taking full advantage of the flexibility, adaptability, and power of technology, will allow me to reach multiple means of representation, expression, and engagement.
One of my biggest challenges in my classroom is engaging students and getting them excited about learning. Smith and Throne (2007), points out that an interest-driven learning environment engages children. Armed with this information, I will use the interest inventory to gain insight on what my student’s likes and dislikes are. If I see that a student in my science class likes art, I will permit him to add artwork to his science projects. If a student in my history class likes music, I will permit him to add music to his Ben Franklin story board assignment. The one thing I here yearly from my students is, “Why are we learning this?” Research tells us that the teachers who are most successful in engaging students develop activities with students' basic psychological and intellectual needs in mind, BREWSTER, and FAGER, (2000). So another adjustment is to engage students by providing them to choices in their learning. Allowing them in the decision making on what they want to learn with the realm of meaningful real world relevancy, will put the responsibility back on the student. When students are excited about learning, and esteem is high, then achievement is imminent.
References
Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students. International Society for Technology in Education, 31(5), 26–29. Retrieved from the ERIC database.
Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms. Belmont, CA: International Society for Technology in Education.
Brewster, C. & Fager, J., October (2000), Increasing Student Engagement And Motivation: From Time-Ontask To Homework, Northwest Regional Educational Laborator, Payette, Id
As I analyzed my current level of implementation of Universal Design for Learning (UDL) instructional methods, I saw that I could have use the various goals, instructional methods, materials, and assessments that could allow all my students to learn at their own pace and acquire the skills they need to enter the world that awaits them. Howard (2004), states that UDL focuses educators on developing flexible curricula that provide students with multiple ways of accessing content, multiple means for expressing what they learn, and multiple pathways for engaging their interest and motivation. My primary focus will be for my students to get the most out of technology that my school will permit. By taking full advantage of the flexibility, adaptability, and power of technology, will allow me to reach multiple means of representation, expression, and engagement.
One of my biggest challenges in my classroom is engaging students and getting them excited about learning. Smith and Throne (2007), points out that an interest-driven learning environment engages children. Armed with this information, I will use the interest inventory to gain insight on what my student’s likes and dislikes are. If I see that a student in my science class likes art, I will permit him to add artwork to his science projects. If a student in my history class likes music, I will permit him to add music to his Ben Franklin story board assignment. The one thing I here yearly from my students is, “Why are we learning this?” Research tells us that the teachers who are most successful in engaging students develop activities with students' basic psychological and intellectual needs in mind, BREWSTER, and FAGER, (2000). So another adjustment is to engage students by providing them to choices in their learning. Allowing them in the decision making on what they want to learn with the realm of meaningful real world relevancy, will put the responsibility back on the student. When students are excited about learning, and esteem is high, then achievement is imminent.
References
Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students. International Society for Technology in Education, 31(5), 26–29. Retrieved from the ERIC database.
Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms. Belmont, CA: International Society for Technology in Education.
Brewster, C. & Fager, J., October (2000), Increasing Student Engagement And Motivation: From Time-Ontask To Homework, Northwest Regional Educational Laborator, Payette, Id
Sunday, March 27, 2011
UDL Presentation Second Half.
What Brain Research Tells Us About Learning Differences.
The brain is the most powerful learning tool that a student brings to the classroom. Scientists are using new research to address how the brain helps students learn. They found that three networks within the brain are specialized for performing particular kinds of processing and managing particular learning tasks. They are identified in terms that reflect their functions: the recognition, strategic, and affective networks Recognition networks, located in the back of the brain, are specialized to sense and assign meaning to patterns we see; they enable us to identify and understand information, ideas, and concepts. Your recognition networks enable you to distinguish specific objects such as cars from all the other cars in a line up. Strategic networks Strategic networks located in the frontal lobes are specialized to generate and oversee mental and motor patterns. They enable us to plan, execute, and monitor actions and skills. Chess players like me take advantage of this network by planning and executing our thoughts. Dancers, athletes and pilots, to name a few, uses the strategic network to process their plan of action. Affective networks located predominantly at the core of the brain are specialized to evaluate patterns and assign them emotional significance; they enable us to engage with tasks and learning and with the world around us. Tapping into the emotions of students is important because if you can find what motivates them to learn, they will have success in your class.
How Does UDL Support Cultural, Ethnic, Linguistic, and Academic Diversity
UDL can support cultural, linguistic, and academic diversity by presenting ideas employing an assortment of technology tools and dissimilar teaching approaches. Students are different in many unique ways. The purpose of UDL is designed so that all students can learn even though some exhibit disabilities such as speaking English as a second language, or just cultural. Though the tools used in UDL that are used EEL, and bilingual students suck as language translators and text to speak can be use by every student in the class.
Three of The CAST Online Tools and Resources
Use the online TES Journal to record your ideas, insights, reflections and thoughts. Your journal entry can be saved privately or shared within a TES community. If you have been enrolled in a TES community, you will have the option to share your journal with your community and to solicit feedback. The option to keep a journal entry private is always available.
Another tool is Image Collector. Image Collector consists of tutorials and a tool. First is, Image Finder Tutorial. Images are a vital part of many if not all curricula. Photographs, drawings, art works, charts, graphs, maps, and many other kinds of images enhance, clarify, and communicate vital content and concepts. Digital images expand opportunities for teachers and learners alike. Second is, Image Describer Tutorial. Images, even digital images, are inherently inaccessible to learners who cannot see or process them, such as students with low vision, blindness, or some kinds of learning disabilities. The last tool is, Image Collector Tool. Put your skills to work to enhance your curriculum and make it more flexible.
Another CAST online tool is UDL Solutions Finder. The central practical premise of UDL is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. The UDL Solutions Finder Tutorial gives you practice applying CAST's three UDL principles to derive alternative media, materials and methods when planning a lesson or a unit of curriculum. The tool and downloadable template provide structured supports for applying UDL in your classroom.
For some students, the use of personal assistive technologies such as electric wheelchairs, eyeglasses, or a cochlear implant – is essential for basic physical and sensory access to learning environments. Those students will need their assistive technologies, even during activities where other students may not use any technologies at all. Even in classrooms that are well equipped with UDL materials and methods, their assistive technology neither precludes nor replaces the need for UDL overall. Digital multimedia, adaptive technologies, the World Wide Web, and other advancements make it possible to individualize education for individual students. CAST states that developers of UDL apply the inherent flexibility of digital media to individualize educational goals, classroom materials, instructional methods and assessments. Thus, each student has an appropriate point-of-entry into the curriculum—and a pathway towards attainment of educational goals.
References
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved fromhttp://www.cast.org/teachingeverystudent/ideas/tes/
Center for Applied Special Technology. (2009). UDL guidelines, version 1.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology: Brain Research and Universal Design for Learning. Baltimore: Author.
Websites used
http://www.cast.org/teachingeverystudent/tools/tesjournal.cfm
http://www.advocacyinstitute.org/UDL/
http://chiefbighorn.edu.glogster.com/UDL-Presentation/
The brain is the most powerful learning tool that a student brings to the classroom. Scientists are using new research to address how the brain helps students learn. They found that three networks within the brain are specialized for performing particular kinds of processing and managing particular learning tasks. They are identified in terms that reflect their functions: the recognition, strategic, and affective networks Recognition networks, located in the back of the brain, are specialized to sense and assign meaning to patterns we see; they enable us to identify and understand information, ideas, and concepts. Your recognition networks enable you to distinguish specific objects such as cars from all the other cars in a line up. Strategic networks Strategic networks located in the frontal lobes are specialized to generate and oversee mental and motor patterns. They enable us to plan, execute, and monitor actions and skills. Chess players like me take advantage of this network by planning and executing our thoughts. Dancers, athletes and pilots, to name a few, uses the strategic network to process their plan of action. Affective networks located predominantly at the core of the brain are specialized to evaluate patterns and assign them emotional significance; they enable us to engage with tasks and learning and with the world around us. Tapping into the emotions of students is important because if you can find what motivates them to learn, they will have success in your class.
How Does UDL Support Cultural, Ethnic, Linguistic, and Academic Diversity
UDL can support cultural, linguistic, and academic diversity by presenting ideas employing an assortment of technology tools and dissimilar teaching approaches. Students are different in many unique ways. The purpose of UDL is designed so that all students can learn even though some exhibit disabilities such as speaking English as a second language, or just cultural. Though the tools used in UDL that are used EEL, and bilingual students suck as language translators and text to speak can be use by every student in the class.
Three of The CAST Online Tools and Resources
Use the online TES Journal to record your ideas, insights, reflections and thoughts. Your journal entry can be saved privately or shared within a TES community. If you have been enrolled in a TES community, you will have the option to share your journal with your community and to solicit feedback. The option to keep a journal entry private is always available.
Another tool is Image Collector. Image Collector consists of tutorials and a tool. First is, Image Finder Tutorial. Images are a vital part of many if not all curricula. Photographs, drawings, art works, charts, graphs, maps, and many other kinds of images enhance, clarify, and communicate vital content and concepts. Digital images expand opportunities for teachers and learners alike. Second is, Image Describer Tutorial. Images, even digital images, are inherently inaccessible to learners who cannot see or process them, such as students with low vision, blindness, or some kinds of learning disabilities. The last tool is, Image Collector Tool. Put your skills to work to enhance your curriculum and make it more flexible.
Another CAST online tool is UDL Solutions Finder. The central practical premise of UDL is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. The UDL Solutions Finder Tutorial gives you practice applying CAST's three UDL principles to derive alternative media, materials and methods when planning a lesson or a unit of curriculum. The tool and downloadable template provide structured supports for applying UDL in your classroom.
For some students, the use of personal assistive technologies such as electric wheelchairs, eyeglasses, or a cochlear implant – is essential for basic physical and sensory access to learning environments. Those students will need their assistive technologies, even during activities where other students may not use any technologies at all. Even in classrooms that are well equipped with UDL materials and methods, their assistive technology neither precludes nor replaces the need for UDL overall. Digital multimedia, adaptive technologies, the World Wide Web, and other advancements make it possible to individualize education for individual students. CAST states that developers of UDL apply the inherent flexibility of digital media to individualize educational goals, classroom materials, instructional methods and assessments. Thus, each student has an appropriate point-of-entry into the curriculum—and a pathway towards attainment of educational goals.
References
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved fromhttp://www.cast.org/teachingeverystudent/ideas/tes/
Center for Applied Special Technology. (2009). UDL guidelines, version 1.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology: Brain Research and Universal Design for Learning. Baltimore: Author.
Websites used
http://www.cast.org/teachingeverystudent/tools/tesjournal.cfm
http://www.advocacyinstitute.org/UDL/
http://chiefbighorn.edu.glogster.com/UDL-Presentation/
Saturday, February 26, 2011
Reflection on Integrating Technology: Final Post
When developing my GAME plan, the NETS_T helped me become more conscious of the use of the 21st century skills. Also, when developing my GAME plan, I felt accountable to the goals I set. Since I teach special education students, I thought setting goals to customize and personalize learning activities was important because of their diverse learning styles. The digital tools are an excellent way to meet my student’s diverse needs.
Trying to accomplish the goals in my GAME plan I learn that technology integrated lessons really help with achievement. For my students to use Excel, Power, and Publisher, it would be a benefit that I have a basic knowledge of those tools. Learning the basics of Excel also improved my professionalism in the class. I will continue to use these new technology skills because it will improve my student’s chances as being successful citizens as they enter the real world.
Planning and incorporating Project Base Learning with technology into my lessons is an immediate adjustment that should be done. Cennamo. Ross, Ertmer (2009,) noted the first stage of the GAME plan is to set goals. In order for my students to be self directed learners, I must plan goals and set standards at a level to achieve rigor but at the same time be meaningful. I will try to use social networking in order to connect with other classrooms here and around the world with you use of blogs, wikis and the many other tools I discovered during this course.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach (Laureate Education
Trying to accomplish the goals in my GAME plan I learn that technology integrated lessons really help with achievement. For my students to use Excel, Power, and Publisher, it would be a benefit that I have a basic knowledge of those tools. Learning the basics of Excel also improved my professionalism in the class. I will continue to use these new technology skills because it will improve my student’s chances as being successful citizens as they enter the real world.
Planning and incorporating Project Base Learning with technology into my lessons is an immediate adjustment that should be done. Cennamo. Ross, Ertmer (2009,) noted the first stage of the GAME plan is to set goals. In order for my students to be self directed learners, I must plan goals and set standards at a level to achieve rigor but at the same time be meaningful. I will try to use social networking in order to connect with other classrooms here and around the world with you use of blogs, wikis and the many other tools I discovered during this course.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach (Laureate Education
Wednesday, February 16, 2011
Blog Post: Using the GAME Plan Process with Students
The NETS for teachers is related to the NETS for students because if a teacher accomplishes their goals, students will have a better chance in developing proficiency in the technology standards and indicators outlined in the NETS-S.
In my classroom, I plan to promote creativity and Innovation, Communication and Collaboration, critical thinking, research, digital citizenship, and the use of new and improved technologies that will steer my students towards the 21st century. I will also stay abreast of the new technologies that are constantly changing the face of our classrooms. I think that’s important because our students must be ready to face the new challenges of the real world.
My experience of going over these NETS goals for teachers has opened my eyes to new ideas that I normally would not have thought of. I realized that I have to improve my knowledge and use of the many technology tools that are available. It helped me be more effective with technology resources that I already have, but not being used. NETS standards are good reminders for me and can be posted on a bulletin board or wall so that I can remember to use them. It is easy to fall back to traditional way of teaching in my school because that is all you see outside of the computer classes. So will I see if I can enlarge the NETS for teacher and students, and post them in my classroom.
In my classroom, I plan to promote creativity and Innovation, Communication and Collaboration, critical thinking, research, digital citizenship, and the use of new and improved technologies that will steer my students towards the 21st century. I will also stay abreast of the new technologies that are constantly changing the face of our classrooms. I think that’s important because our students must be ready to face the new challenges of the real world.
My experience of going over these NETS goals for teachers has opened my eyes to new ideas that I normally would not have thought of. I realized that I have to improve my knowledge and use of the many technology tools that are available. It helped me be more effective with technology resources that I already have, but not being used. NETS standards are good reminders for me and can be posted on a bulletin board or wall so that I can remember to use them. It is easy to fall back to traditional way of teaching in my school because that is all you see outside of the computer classes. So will I see if I can enlarge the NETS for teacher and students, and post them in my classroom.
Wednesday, February 9, 2011
Revising My GAME Plan
I have learned a great deal about Microsoft Excel. I still have room for improvement. I have seen educational games created using Excel. The sky is the limit with this program.The NETS_T learning goal that I like to set for myself is ( 3,d.) in which the teacher 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 , (ISTE 2008). I really need to improve my class in being responsible in citing and giving credit for the sources they are using on their projects.
My next goal is to learn and master the SMART board. I don’t have one but I will get one before I retire. They are a great tool to use in the classroom. I think every classroom should have one. I hate chalk, and the boards you use them on. Cleaning chalkboards is a major task for me. I am at the end of the hall where there is no water, and we have very long hallways. To put water in the bucket can only be done in the girl's bathroom at the other end of the hall. Security locks the bathroom before and after school, and in between periods. The science room also has sinks, but they are on the first floor. I am on the second floor. So my chalkboard is chalky greenish. My district from time to time offers free SMART board training. As soon as the next one comes up, I will sign up for the training.
Reference:
International Society for Technology in Education, 2008, National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
My next goal is to learn and master the SMART board. I don’t have one but I will get one before I retire. They are a great tool to use in the classroom. I think every classroom should have one. I hate chalk, and the boards you use them on. Cleaning chalkboards is a major task for me. I am at the end of the hall where there is no water, and we have very long hallways. To put water in the bucket can only be done in the girl's bathroom at the other end of the hall. Security locks the bathroom before and after school, and in between periods. The science room also has sinks, but they are on the first floor. I am on the second floor. So my chalkboard is chalky greenish. My district from time to time offers free SMART board training. As soon as the next one comes up, I will sign up for the training.
Reference:
International Society for Technology in Education, 2008, National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
Wednesday, February 2, 2011
Evaluating Your GAME Plan Progress
I have watched some of the tutorials to help learn Excel. I have to admit that I am a beginner, so the first video helps me very much because it was made for beginners which were called, “Microsoft Excel Tutorial for Beginners #1 – Overview,” located at http://www.youtube.com/watch?v=8L1OVkw2ZQ8. The second video is called,
“Excel Spread Sheet Basics - Using a Formula,” located at
http://www.youtube.com/watch?v=xOU_hL2_zBo&feature=related. As I watch the videos, I match every move the instructor made. I felt like I was getting hands on experience. I learn that the button that operates AutoSum works like magic. Just watching the first video I all ready feel like an expert. The second video dealing with formulas seemed easy too, but I see if you don’t use Excel on a regular basis, you can forget many of the steps.
I know chalkboards will be obsolete in the near future as new school buildings are being built with SMART Board interactive whiteboards. I have no experience with them but they are a few in our building, but guarded under tight supervision. One computer teacher will let fellow teacher to use her computer lab at times, but the SMART Board is off limits. I guess I can understand that the teachers that the SMART Boards were assigned to, don’t want just anybody to use them. They are a great tool to be used by teachers and students. Before my students are allowed to use them, I must learn something about them. Video tutorial worked excellent with Excel because I had access to the program. I don’t have the same access with a SMART Board. I know it is better to get hands on experience. Not only would I like to get trained to use SMART Boards, I like to use them. Should I just forget that dream and move on. Am I just wasting time holding on to that dream? Or is there something else I’m missing? Colleagues, what to do?
“Excel Spread Sheet Basics - Using a Formula,” located at
http://www.youtube.com/watch?v=xOU_hL2_zBo&feature=related. As I watch the videos, I match every move the instructor made. I felt like I was getting hands on experience. I learn that the button that operates AutoSum works like magic. Just watching the first video I all ready feel like an expert. The second video dealing with formulas seemed easy too, but I see if you don’t use Excel on a regular basis, you can forget many of the steps.
I know chalkboards will be obsolete in the near future as new school buildings are being built with SMART Board interactive whiteboards. I have no experience with them but they are a few in our building, but guarded under tight supervision. One computer teacher will let fellow teacher to use her computer lab at times, but the SMART Board is off limits. I guess I can understand that the teachers that the SMART Boards were assigned to, don’t want just anybody to use them. They are a great tool to be used by teachers and students. Before my students are allowed to use them, I must learn something about them. Video tutorial worked excellent with Excel because I had access to the program. I don’t have the same access with a SMART Board. I know it is better to get hands on experience. Not only would I like to get trained to use SMART Boards, I like to use them. Should I just forget that dream and move on. Am I just wasting time holding on to that dream? Or is there something else I’m missing? Colleagues, what to do?
Wednesday, January 26, 2011
How’s My GAME Plan
The Progress Toward The Goals in My GAME Plan
My Association representative in my school informed teachers that in August 2nd, 3rd, and 4th, 2011, the Summer Technology Integration Institute in Richard Stockton College of New Jersey, will be holding free professional development conference for New Jersey Education Association members, but on first come first serve basis. This would be perfect for me as I progress towards my goals in my GAME plan.
The one modification I would like to make is searching the internet for video tutoring and demos. I’m finding that there are numerous demos on how to use various technology equipments such as smart boards, clickers, graphic calculators, etc. Also there are video tutors on how to use software like Excel and Publisher. One of the videos is located here at http://www.youtube.com/watch?v=8L1OVkw2ZQ8 which an introduction to Excel.
To presently engage my students in a small self directed science activity to solve authentic real world problems, I will assigned my students in groups of threes a two period construction project on building a recreational outdoor park that will produce a greener community for their make believe community. They will sketch out their scaled park on poster board with the measurement clearly labeled and a legend at the bottom. Students will show their creativity by naming their small town, and deciding what will be in there outdoor park. They will download sample pictures of items that promote green on their thumb drives. The hope is, through research, students will find that trees, ponds, no smoking areas, recycle cans, play areas etc. will promote a greener environment. They will present their sketch and photos through VoiceThread. Presentation may take two more periods.
My Association representative in my school informed teachers that in August 2nd, 3rd, and 4th, 2011, the Summer Technology Integration Institute in Richard Stockton College of New Jersey, will be holding free professional development conference for New Jersey Education Association members, but on first come first serve basis. This would be perfect for me as I progress towards my goals in my GAME plan.
The one modification I would like to make is searching the internet for video tutoring and demos. I’m finding that there are numerous demos on how to use various technology equipments such as smart boards, clickers, graphic calculators, etc. Also there are video tutors on how to use software like Excel and Publisher. One of the videos is located here at http://www.youtube.com/watch?v=8L1OVkw2ZQ8 which an introduction to Excel.
To presently engage my students in a small self directed science activity to solve authentic real world problems, I will assigned my students in groups of threes a two period construction project on building a recreational outdoor park that will produce a greener community for their make believe community. They will sketch out their scaled park on poster board with the measurement clearly labeled and a legend at the bottom. Students will show their creativity by naming their small town, and deciding what will be in there outdoor park. They will download sample pictures of items that promote green on their thumb drives. The hope is, through research, students will find that trees, ponds, no smoking areas, recycle cans, play areas etc. will promote a greener environment. They will present their sketch and photos through VoiceThread. Presentation may take two more periods.
Wednesday, January 19, 2011
Carry Out My Action Plan
To carry out my GAME plan as express in my last post; it would be a good idea to attend workshops, conferences and expositions dedicated to technology integration or developing a technology-enriched learning environments. International Society for Technology in Education’s (ISTE) annual conference and exposition offers just that, by rotating throughout the United States to different cities yearly, and providing much need technological skills to educators, (NETS-T 2008.) Attending these types of events is a good way to stay on the forefront of utilizing modern up to date technology to improve learning and teaching. Educators can socialize, share common experiences, and ideas with each other. Some of the professional development skills at these conferences can be utilized right away in the classroom. The different vendors offer on site demos of education programs which many are independent computer tutorials.
I will look into Neural Networks that influence learning. (Cennamo, Ross, & Ertmer, 2009) states that the three Neural Networks, Recognition, Strategic, and Affective Networks incorporates aspects of Universal Design for Learning (UDL) framework into your instruction in order to provide students with greater access to learning using the theories of how the brain reacts to various activities, such as multi media, music, video, and many other activities. I believe that digital media can provide teachers with the flexibility to reach the different levels of students in the classroom, therefore differentiated instruction can be obtained easier with UDL.
Another resource I feel will help me fulfill my “GAME Plan” is to customize my classroom environment with authentic real world activities that will produce meaningful learning. Allowing students to be creative and self directed when constructing their projects will help my students put the responsibility on themselves. I think students understand the content better when they are self directed and required to express their learning using technology of their choice such as PowerPoint, web cast, Publisher, and multi media software.
I am presently learning how to use Excel through help with my colleagues at school. I have played with some of the functions within Excel just to get a feel of it. I believe Excel offers so many tools that will help me master my craftsmanship in the class and stimulate learning by my students.
Reference
National Education Standards for Teachers (NETS-T) located athttp://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
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
I will look into Neural Networks that influence learning. (Cennamo, Ross, & Ertmer, 2009) states that the three Neural Networks, Recognition, Strategic, and Affective Networks incorporates aspects of Universal Design for Learning (UDL) framework into your instruction in order to provide students with greater access to learning using the theories of how the brain reacts to various activities, such as multi media, music, video, and many other activities. I believe that digital media can provide teachers with the flexibility to reach the different levels of students in the classroom, therefore differentiated instruction can be obtained easier with UDL.
Another resource I feel will help me fulfill my “GAME Plan” is to customize my classroom environment with authentic real world activities that will produce meaningful learning. Allowing students to be creative and self directed when constructing their projects will help my students put the responsibility on themselves. I think students understand the content better when they are self directed and required to express their learning using technology of their choice such as PowerPoint, web cast, Publisher, and multi media software.
I am presently learning how to use Excel through help with my colleagues at school. I have played with some of the functions within Excel just to get a feel of it. I believe Excel offers so many tools that will help me master my craftsmanship in the class and stimulate learning by my students.
Reference
National Education Standards for Teachers (NETS-T) located athttp://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
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
Wednesday, January 12, 2011
Developing Your Personal GAME Plan
The two goals I selected for strengthening my confidence and proficiency from the indicators in the National Education Standards for Teacher (NETS-T) located at the International Society for Technology in Education ( (ISTE) web site are:
2b: To develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
2c: To customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
My GAME Plan:
Goal 1: To engage students in self directed instruction to solve authentic real world problems through the use of various technologies. This goal will be incorporated into the middle school science curriculum.
Goal 2: Students will be able to use learn more about computer tutorials developing critical and creative thinking skills, (Cennamo, Ross, and Ertmer 2009.) This goal will be incorporated into the middle school science curriculum.
Take Action 1: I will subscribe to educational blogs related to science and technology. I will take professional development workshops addressing the content of our science curriculum materials and our state frameworks so there are clear expectations for the middle school level. I will continue to motivate students to model and demonstrate their understanding of course material through the use of technology.
Take Action 2: Practice using computer tutorials throughout the web outside the content area to get a feel of tutorials. Look for and preview middle school science tutorials on the web. Assign students to various science tutorials on the middle school level.
Monitor 1: Review the progress of developing technology-enriched learning environments in my classroom. Determine the extent to which the characteristics listed in indicator 2b, are being used in my class. Make a check list to see if students are making progress towards indicator 2b.
Monitor 2: Review the progress of customizing and personalizing learning activities to address students' diverse learning styles. Determine if indicator 2c is being addressed by examining the work strategies used by students, and abilities to use tutorial resources.
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Evaluate and Extend: Assess if I met my goals to whether the indicators I picked are being utilized in my classroom through observation. Assess if technology is bolstering a rich learning environment and students are exhibiting excitement about their participation in the education process. I will continue to seek new science and technology skills being used in education through professional development. Continue to master the craftsmanship of using technology to enrich learning in my classroom as needed.
Reference
International Society for Technology in Education (ISTE), (2008). National Education Standards for Teachers (NETS-T). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach (Laureate Education custom edition).
2b: To develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
2c: To customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
My GAME Plan:
Goal 1: To engage students in self directed instruction to solve authentic real world problems through the use of various technologies. This goal will be incorporated into the middle school science curriculum.
Goal 2: Students will be able to use learn more about computer tutorials developing critical and creative thinking skills, (Cennamo, Ross, and Ertmer 2009.) This goal will be incorporated into the middle school science curriculum.
Take Action 1: I will subscribe to educational blogs related to science and technology. I will take professional development workshops addressing the content of our science curriculum materials and our state frameworks so there are clear expectations for the middle school level. I will continue to motivate students to model and demonstrate their understanding of course material through the use of technology.
Take Action 2: Practice using computer tutorials throughout the web outside the content area to get a feel of tutorials. Look for and preview middle school science tutorials on the web. Assign students to various science tutorials on the middle school level.
Monitor 1: Review the progress of developing technology-enriched learning environments in my classroom. Determine the extent to which the characteristics listed in indicator 2b, are being used in my class. Make a check list to see if students are making progress towards indicator 2b.
Monitor 2: Review the progress of customizing and personalizing learning activities to address students' diverse learning styles. Determine if indicator 2c is being addressed by examining the work strategies used by students, and abilities to use tutorial resources.
.
Evaluate and Extend: Assess if I met my goals to whether the indicators I picked are being utilized in my classroom through observation. Assess if technology is bolstering a rich learning environment and students are exhibiting excitement about their participation in the education process. I will continue to seek new science and technology skills being used in education through professional development. Continue to master the craftsmanship of using technology to enrich learning in my classroom as needed.
Reference
International Society for Technology in Education (ISTE), (2008). National Education Standards for Teachers (NETS-T). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach (Laureate Education custom edition).
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