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.
Wednesday, January 26, 2011
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.
.
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).
Sunday, August 22, 2010
Effective Bridging of Technology and Instruction - Reflection
My personal theory of learning in week one was gear towards instructional theory approach. Dr. Orey, Laureate 2009, explain that instructional theory examines the environment to facilitate learning. My instruction in the classroom was more teacher centered, than student centered. The technology I used in my class was used as busy work. As a result of my learning in this course, I realize now that I have to think about how to make my lessons more gear towards student learning. I love what I learned about constructionism approach to learning. I should use technology that engage student’s emotions and help them remember longer.
Social Constructivism caught my attention during the fifth week of the course. Therefore this upcoming school year, my immediate adjustments in my instructional practice would be to use the textbook only as a guide for doing lesson plans and adding more interactive and cooperative engaging activities in my lessons. Also, give less busy work and give more meaningful activities. Dr. Orey, Laureate 2009, made a good point when he talk about the conversations students engage in during collaborations which he said help students contretize and understand what they are learning. It puts meaning in the activity they are working on. Some of the technology that we used in this course that I feel would enhance student learning in the classroom are VoiceThread, Virtual Field Trips and blog posting. Not only would they enhance student learning, they also promote social interaction among students.
Two long-term goal changes I would like to make in my instructional practice regarding technology integration would be to use WebQuest. It requires a lot of planning by teachers but seems like a very valuable tool for 21st century learning. If I as a teacher want my students to get ready to work in the real world, I must provide then with the tools even if it requires a lot of planning. WebQuests make good use of the internet while engaging their students in the kinds of modern day social learning students should be participating in. My other long tern goal is to use VoiceThread as a presentation tool. I was very please how easy it was to use. Older teachers like myself, love the term Web 2.0, because that means the internet tool that was hard to use is now made easy for me to use. VoiceThread, a web 2.0 tool allows a quick and easy way to share information via the internet using pictures, text, audio and video. I will allow my students to work in groups of 3 and 4 to present information they reached or studied.
Integrating technology in the classroom has always been a goal of my since the introduction of Reader’s Rabbit. Technology in the classroom always was like another teacher in the classroom with me. But when choosing the type of technology to be used in my classroom, I must think of it as a student tool, not a teacher tool. Both WebQuest and VoiceThread are two of many tools that are student centered, and will engage student's emotions.
Laureate, Education, Inc. (Producer). (2009). Instructional Theory vs. Learning Theory. [DVD]. Baltimore, MD.
Laureate, Education, Inc. (Producer). (2009). Social Learning Theories, Part One. [DVD]. Baltimore, MD.
Social Constructivism caught my attention during the fifth week of the course. Therefore this upcoming school year, my immediate adjustments in my instructional practice would be to use the textbook only as a guide for doing lesson plans and adding more interactive and cooperative engaging activities in my lessons. Also, give less busy work and give more meaningful activities. Dr. Orey, Laureate 2009, made a good point when he talk about the conversations students engage in during collaborations which he said help students contretize and understand what they are learning. It puts meaning in the activity they are working on. Some of the technology that we used in this course that I feel would enhance student learning in the classroom are VoiceThread, Virtual Field Trips and blog posting. Not only would they enhance student learning, they also promote social interaction among students.
Two long-term goal changes I would like to make in my instructional practice regarding technology integration would be to use WebQuest. It requires a lot of planning by teachers but seems like a very valuable tool for 21st century learning. If I as a teacher want my students to get ready to work in the real world, I must provide then with the tools even if it requires a lot of planning. WebQuests make good use of the internet while engaging their students in the kinds of modern day social learning students should be participating in. My other long tern goal is to use VoiceThread as a presentation tool. I was very please how easy it was to use. Older teachers like myself, love the term Web 2.0, because that means the internet tool that was hard to use is now made easy for me to use. VoiceThread, a web 2.0 tool allows a quick and easy way to share information via the internet using pictures, text, audio and video. I will allow my students to work in groups of 3 and 4 to present information they reached or studied.
Integrating technology in the classroom has always been a goal of my since the introduction of Reader’s Rabbit. Technology in the classroom always was like another teacher in the classroom with me. But when choosing the type of technology to be used in my classroom, I must think of it as a student tool, not a teacher tool. Both WebQuest and VoiceThread are two of many tools that are student centered, and will engage student's emotions.
Laureate, Education, Inc. (Producer). (2009). Instructional Theory vs. Learning Theory. [DVD]. Baltimore, MD.
Laureate, Education, Inc. (Producer). (2009). Social Learning Theories, Part One. [DVD]. Baltimore, MD.
Thursday, July 29, 2010
VoiceThread : Student Projects
How can I help students get the most benefit and the least frustration out of group projects? How can I insure that all students give their fair share without major confrontations within the groups? Please share your thought on my voicethread:
http://voicethread.com/share/1259767/
http://voicethread.com/share/1259767/
Wednesday, July 28, 2010
Connectivism and Social Learning in Practice
Constructivism to me is a form of social learning. George Siemens discusses how knowledge is networked through connectivism, Laureate Education, (2009). Connectivism can offer abundant amount of information because it can be influence by culture, community and a number of social networked channels. Learning has changed over the last several decades. Kids are different too. We live in a society that is technology driven. Constructivism takes advantage of the technology tools available and uses it to network learning. Students now can learn socially through distance learning, internet, and cable tv. They can share and learn information more rapidly because of the technology tools used today. Students through constructivism can work together to research and build a project and don’t even have to be in the same time zone.
The virtual software and online tools that students can practice with are so realistic. My own kids at home about six years ago work together to build a virtual theme park using regular game software called Roller Coaster Tycoon 3. They were helping each other decide realistic situation, like if a popcorn stand should go there, hiring and firing employees, raising ticket prices and where to put the next ride attraction. Your decision would affect you value and the theme park popularity. I did not force my kids to play this game, and they were learning how to become a CEO of a theme park. To me the game looked complicated, but they helped each other master being tycoons, and they were having fun learning. I really don’t see a reason why more games like this one can’t be used in the classroom. More sophisticated Virtual technology like that could be explored in other fields like politics, transportation, journalism, etc. My daughter mentioned to me that there is very realistic hospital game called, Theme Hospital. There are scores of great computer simulation available on the Web like at National Library of Virtual Manipulative, Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Any program that can connect education to the real world should welcomed. Connectivism has the right idea, network learning through social means, with technology enhancements.
The virtual software and online tools that students can practice with are so realistic. My own kids at home about six years ago work together to build a virtual theme park using regular game software called Roller Coaster Tycoon 3. They were helping each other decide realistic situation, like if a popcorn stand should go there, hiring and firing employees, raising ticket prices and where to put the next ride attraction. Your decision would affect you value and the theme park popularity. I did not force my kids to play this game, and they were learning how to become a CEO of a theme park. To me the game looked complicated, but they helped each other master being tycoons, and they were having fun learning. I really don’t see a reason why more games like this one can’t be used in the classroom. More sophisticated Virtual technology like that could be explored in other fields like politics, transportation, journalism, etc. My daughter mentioned to me that there is very realistic hospital game called, Theme Hospital. There are scores of great computer simulation available on the Web like at National Library of Virtual Manipulative, Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Any program that can connect education to the real world should welcomed. Connectivism has the right idea, network learning through social means, with technology enhancements.
Wednesday, July 21, 2010
Constructivist/Constructionist Learning Theories
I feel that the main correlation between instructional strategies this week and the principles of constructivist/constructionist learning theories is that students focus is on trying out their creative unique thinking and put it into practice. In our text resource this week, Pitler, Hubbell, Kuhn, and Malenoski (2007), explored the use of the scientific method. Generating and testing hypothesis will lead to a better executed project based design.
Our students will face problems that involve a huge number of decisions when they enter the real world. It’s a good idea for students to use concept maps, and they need to develop an essential question or statement. Just like the hypothesis in the scientific method, students needed to answer questions throughout the map. To answer the questions, they must do research. Researching information today is made easier, because of the World Wide Web. You can read about others that may have done what you done and give them credit, but it always a good idea to complete your own experiment with different variables. When constructing a project, I will allow my students to use as much technology as possible to limit human error. In the real world, many manufactures rely heavily on technology. I would encourage students to discover, discuss, experiment, and test a hypothesis. As a result of the testing, students can then adjust or change the original hypothesis or realize that a new hypothesis needs to be created. If a model or drawing of the construction or project needs to be adjusted, this is the time to do it.
I will allow my students to finalize their results using Excel because it gives validity to their projects. A presentation using PowerPoint will enhance their projects. Making pamphlets or brochures using Publisher brings professionalism to any project. If my students design a web base simulation, website, podcasts and RSS Feeds, I would be blown away, because I still need practice doing these things myself. But the tools are out there for everyone use. Our students probably can teach us how to build many of these web applications. Our job will be to make it a learning experience, so that they will get ready for the world that awaits them. They will be the new leaders to create resources that will better our quality of life.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.
Our students will face problems that involve a huge number of decisions when they enter the real world. It’s a good idea for students to use concept maps, and they need to develop an essential question or statement. Just like the hypothesis in the scientific method, students needed to answer questions throughout the map. To answer the questions, they must do research. Researching information today is made easier, because of the World Wide Web. You can read about others that may have done what you done and give them credit, but it always a good idea to complete your own experiment with different variables. When constructing a project, I will allow my students to use as much technology as possible to limit human error. In the real world, many manufactures rely heavily on technology. I would encourage students to discover, discuss, experiment, and test a hypothesis. As a result of the testing, students can then adjust or change the original hypothesis or realize that a new hypothesis needs to be created. If a model or drawing of the construction or project needs to be adjusted, this is the time to do it.
I will allow my students to finalize their results using Excel because it gives validity to their projects. A presentation using PowerPoint will enhance their projects. Making pamphlets or brochures using Publisher brings professionalism to any project. If my students design a web base simulation, website, podcasts and RSS Feeds, I would be blown away, because I still need practice doing these things myself. But the tools are out there for everyone use. Our students probably can teach us how to build many of these web applications. Our job will be to make it a learning experience, so that they will get ready for the world that awaits them. They will be the new leaders to create resources that will better our quality of life.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.
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