I have uploaded my powerpoint on online learning. I hope you can share your thoughts about it with me. Do your students have access to online learning? Is is full time or supplemental? I am a monitor for my district's Cyber School. At this point, I have only ever had secondary students. This year I will have two elementary students. I am looking forward to seeing how successful they can be.
Please share your thoughts with me.
I apologize for not having sound. I narrated this and when I transferred it to my blog, I lost the sound. I tried several different software share sites but was not able to recover the sound.
Kerry
Thursday, September 30, 2010
Saturday, August 14, 2010
Reaching and Engaging All Learners through Technology
As we come to the end of our class, Reaching and Engaging All Learners through Technology, I am amazed at how much information I have learned. After discussing UDL with my principal, I found out that she was unaware of it and I was able to share the basic information with her. As stated by Rose & Meyer (2002), 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 first thing I will implement in my classroom will be using interest surveys and learning style profiles with my students. I will also ask the parents to complete a survey about their children. These surveys can be completed online and information collected automatically. In this way, I will have a better feel for my students and can provide lessons that are adapted to their needs and abilities. The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is and assisting in the learning process (Hall, Strangman, & Meyer, 2009).
The resources I have gained through the Differentiation Station will be shared with my principal and my colleagues. These resources are so varied and useful; I especially like the sites that share a multitude of sites such as http://udltechtoolkit.wikispaces.com/Literacy+tools . I can access information on literacy, math, science and other subjects as well in these resources. I plan on using videos from YouTube or United Streaming to provide auditory and visual learners more information. With the use of my Promethean Board, I will be able to create and use interactive lessons that will be spark their interests and meet the different needs of my students. The use of technology will engage and motivate my students. In addition, I plan on removing barriers to learning by providing larger fonts for readers, who have difficulty seeing and reading with audiotapes for learners who need to hear it as well as see it. I will be more cognizant of barriers such as these and will search for solutions for struggling students.
I plan on focusing my work on differentiating lessons as I go through this year and the next few. It is a process and one that I will continue to make. As Carol Ann Tomlinson (1999) stated, plan to be better tomorrow than today, but don’t plan to be finished.
Hall, T., Strangman, N., & Meyer, A. (2009, November). Differentiated Instruction and Impleications for UDL Implementation. Retrieved July 30, 2010, from Center for Applied Special Technology: http://www.cast.org/publications/ncac/ncac_diffinstructudl.html
Tomlinson, C. A. (1999). Differentiated Classrooms: Responding to the Needs of Al Learners. Association for Supervision and Curriculum.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
The first thing I will implement in my classroom will be using interest surveys and learning style profiles with my students. I will also ask the parents to complete a survey about their children. These surveys can be completed online and information collected automatically. In this way, I will have a better feel for my students and can provide lessons that are adapted to their needs and abilities. The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is and assisting in the learning process (Hall, Strangman, & Meyer, 2009).
The resources I have gained through the Differentiation Station will be shared with my principal and my colleagues. These resources are so varied and useful; I especially like the sites that share a multitude of sites such as http://udltechtoolkit.wikispaces.com/Literacy+tools . I can access information on literacy, math, science and other subjects as well in these resources. I plan on using videos from YouTube or United Streaming to provide auditory and visual learners more information. With the use of my Promethean Board, I will be able to create and use interactive lessons that will be spark their interests and meet the different needs of my students. The use of technology will engage and motivate my students. In addition, I plan on removing barriers to learning by providing larger fonts for readers, who have difficulty seeing and reading with audiotapes for learners who need to hear it as well as see it. I will be more cognizant of barriers such as these and will search for solutions for struggling students.
I plan on focusing my work on differentiating lessons as I go through this year and the next few. It is a process and one that I will continue to make. As Carol Ann Tomlinson (1999) stated, plan to be better tomorrow than today, but don’t plan to be finished.
Hall, T., Strangman, N., & Meyer, A. (2009, November). Differentiated Instruction and Impleications for UDL Implementation. Retrieved July 30, 2010, from Center for Applied Special Technology: http://www.cast.org/publications/ncac/ncac_diffinstructudl.html
Tomlinson, C. A. (1999). Differentiated Classrooms: Responding to the Needs of Al Learners. Association for Supervision and Curriculum.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
Tuesday, June 22, 2010
Reflection
My GAME Plan was focused on Design and Develop Digital-Age Learning Experiences and Assessments and Model Digital-Age Work and Learning. With the first standard, I worked on finding more interactive lessons to incorporate the use of the Promethean Board. I researched sites to find activities and collaborated with other second grade teachers. The second standard that I focused on was communicating more with parents through my website and finding out what parents needed most from my website. What I learned from this experience is that I have many options to try and sites to use. I am more aware of the process of setting goals and identifying the steps I need to take. The evaluation process is the most valuable step as I step back and reflect on what it is that I have learned. What can I do differently or how do I redirect my focus are two questions that I should be asking myself.
By using the GAME plan (Cennamo, Ross, & Ertmer, 2009), we practiced a strategy that we can then use with our students. Setting goals and planning the steps to reach those goals are very important to self-directed learning. The goal of any teacher should be to help students become more self-directed and life-long learners. In addition, the monitoring and evaluation is extremely important. Learners need to describe what they have done and explain what resulted and why. This is because when we stop to think about what we have learned and to reflect on how we learned it, we actually achieve a deeper understanding of the knowledge in different situations (referred to as transfer), which is yet another hallmark of creative thinkers (Cennamo, Ross, & Ertmer, 2009). The GAME plan is a great tool to use to help our students focus, monitor, and evaluate. By experiencing it ourselves, we are better able to assist our students as they work through it.
This class gave us the opportunity to learn from our colleagues about different ways to use assistive technology, integrate technology in the content areas, and share ideas for lessons. Technology can be used in many ways to establish authentic contexts for learning and to engage students in authentic intellectual work including the construction of knowledge, disciplined inquiry, and in finding value beyond school (Cennamo, Ross, & Ertmer, 2009). In sharing our ideas, we have gained new insights for the use of technology, not just for the sake of using it but instead to integrate it into our content areas to better support our learners and facilitate growth and learning.
Key to effective reflection is the ability to go beyond a simple description of what happened to consider why it happened, how it is connected to other events, and what adjustments should be made to subsequent actions based on this understanding (Cennamo, Ross, & Ertmer, 2009). In reviewing this course, Integrating Technology into the Content Areas, I am amazed at how many different things I have learned and want to try in my classroom. I am very excited to use my Content Unit Plan at the beginning of the year. I purposely created the plan for this unit for the beginning of school in the fall so I could engage my students and incorporate technology right away. With the Unit Plan, I will be using Problem-based learning, social collaboration, and digital storytelling to hook my students and get the ball rolling. I hope to continue using these strategies in other content areas.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. (M. Staudt, & M. Stranz, Eds.) Mason, OH, USA: Cengage Learning.
By using the GAME plan (Cennamo, Ross, & Ertmer, 2009), we practiced a strategy that we can then use with our students. Setting goals and planning the steps to reach those goals are very important to self-directed learning. The goal of any teacher should be to help students become more self-directed and life-long learners. In addition, the monitoring and evaluation is extremely important. Learners need to describe what they have done and explain what resulted and why. This is because when we stop to think about what we have learned and to reflect on how we learned it, we actually achieve a deeper understanding of the knowledge in different situations (referred to as transfer), which is yet another hallmark of creative thinkers (Cennamo, Ross, & Ertmer, 2009). The GAME plan is a great tool to use to help our students focus, monitor, and evaluate. By experiencing it ourselves, we are better able to assist our students as they work through it.
This class gave us the opportunity to learn from our colleagues about different ways to use assistive technology, integrate technology in the content areas, and share ideas for lessons. Technology can be used in many ways to establish authentic contexts for learning and to engage students in authentic intellectual work including the construction of knowledge, disciplined inquiry, and in finding value beyond school (Cennamo, Ross, & Ertmer, 2009). In sharing our ideas, we have gained new insights for the use of technology, not just for the sake of using it but instead to integrate it into our content areas to better support our learners and facilitate growth and learning.
Key to effective reflection is the ability to go beyond a simple description of what happened to consider why it happened, how it is connected to other events, and what adjustments should be made to subsequent actions based on this understanding (Cennamo, Ross, & Ertmer, 2009). In reviewing this course, Integrating Technology into the Content Areas, I am amazed at how many different things I have learned and want to try in my classroom. I am very excited to use my Content Unit Plan at the beginning of the year. I purposely created the plan for this unit for the beginning of school in the fall so I could engage my students and incorporate technology right away. With the Unit Plan, I will be using Problem-based learning, social collaboration, and digital storytelling to hook my students and get the ball rolling. I hope to continue using these strategies in other content areas.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. (M. Staudt, & M. Stranz, Eds.) Mason, OH, USA: Cengage Learning.
Tuesday, June 15, 2010
Using the GAME Plan Process with Students
Using the GAME Plan Process with Students
As I compare the NETS-T and NETS-S, I find that they correlate with each other. The standards for teachers are set up so that they are modeling concepts in technology. The refreshed ISTE NETS will provide a framework for educators to use as they transition schools from Industrial Age to Digital Age places of learning (International Society of Technology in Education). By modeling digital citizenship and developing digital-age learning experiences for our students, we are incorporating technology into our classroom and making it real for our students.
The GAME Plan process is important to share with our students as it helps them to be self-directed learners and provides a framework for students to follow. When using it in the classroom, students become familiar with the process and can then apply it elsewhere in their learning and lives. Setting goals, taking action, monitoring progress, and evaluating progress are all parts of the Plan and each step guides students to meeting their goals or adapting the steps to reach the goal.
The GAME Plan can be used in teaching students to think critically, solve problems, and make decisions: NETS-S #4 Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. The GAME Plan is a strategy that teachers can use to develop the critial thinking skills and give direction to the students. Learners who “think about thinking” and apply strategies to regulate and oversee their learning are often referred to as metacognitive learners (Cennamo, Ross, & Ertmer, 2009). This is a lifelong skill that needs to be modeled, taught and practiced. Through our use of the GAME Plan, we experienced the ease of using the framework to help us think critically about our goals and how to meet them. After going through the experience, we can model for and teach our students to be lifelong, self-directed learners.
In preparing for this blog, I found this wiki on the ISTE site and thought it was helpful for teachers to incorporate the standards into their classroom. I especially liked the student friendly names for each of the standards. This is more meaningful to me as a second grade teacher,who is sometimes unsure of how to bring technology to my younger students. Check this out : http://nets-implementation.iste.wikispaces.net/Student+Friendly+Standard+Names
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. (M. Staudt, & M. Stranz, Eds.) Mason, OH, USA: Cengage Learning.
International Society of Technology in Education. (n.d.). ISTE. Retrieved June 15, 2010, from http://www.iste.org/
As I compare the NETS-T and NETS-S, I find that they correlate with each other. The standards for teachers are set up so that they are modeling concepts in technology. The refreshed ISTE NETS will provide a framework for educators to use as they transition schools from Industrial Age to Digital Age places of learning (International Society of Technology in Education). By modeling digital citizenship and developing digital-age learning experiences for our students, we are incorporating technology into our classroom and making it real for our students.
The GAME Plan process is important to share with our students as it helps them to be self-directed learners and provides a framework for students to follow. When using it in the classroom, students become familiar with the process and can then apply it elsewhere in their learning and lives. Setting goals, taking action, monitoring progress, and evaluating progress are all parts of the Plan and each step guides students to meeting their goals or adapting the steps to reach the goal.
The GAME Plan can be used in teaching students to think critically, solve problems, and make decisions: NETS-S #4 Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. The GAME Plan is a strategy that teachers can use to develop the critial thinking skills and give direction to the students. Learners who “think about thinking” and apply strategies to regulate and oversee their learning are often referred to as metacognitive learners (Cennamo, Ross, & Ertmer, 2009). This is a lifelong skill that needs to be modeled, taught and practiced. Through our use of the GAME Plan, we experienced the ease of using the framework to help us think critically about our goals and how to meet them. After going through the experience, we can model for and teach our students to be lifelong, self-directed learners.
In preparing for this blog, I found this wiki on the ISTE site and thought it was helpful for teachers to incorporate the standards into their classroom. I especially liked the student friendly names for each of the standards. This is more meaningful to me as a second grade teacher,who is sometimes unsure of how to bring technology to my younger students. Check this out : http://nets-implementation.iste.wikispaces.net/Student+Friendly+Standard+Names
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. (M. Staudt, & M. Stranz, Eds.) Mason, OH, USA: Cengage Learning.
International Society of Technology in Education. (n.d.). ISTE. Retrieved June 15, 2010, from http://www.iste.org/
Tuesday, June 8, 2010
Revising GAME Plan
What have you learned so far that you can apply in your instructional practice?
For many students with disabilities, access to the curriculum will require the use of technology, specifically assistive technologies. The effective use of these technologies can make the difference between successful and unsuccessful educational and social experiences for students with disabilities (Cennamo, Ross, & Ertmer, 2009). Some of these things that I can use in my classroom are the tools to assist learning and meet the needs of the diverse learner. MouseKey features found in the Windows Accessibility Panel can provide modifications for some students and Narrator provides text-to-speech ability.
What goals are you still working toward?
I will continue to work on my website through the summer months. The district is upgrading the site and I will be able to update my website when it goes through. I will create a survey for parents to complete with all the other Back to School paperwork so I can identify their needs and wants.
Based on the NETS-T, what new learning goals will you set for yourself?
1. Facilitate and Inspire Student Learning and Creativity
c. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
4. Promote and Model Digital Citizenship and Responsibility
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
I am going to focus on more reflection with my students since I feel that is rather lacking in my curriculum. It is a very important step in the learning process. I will incorporate more blogging and social networking in my lessons. Since most of my students have little resources, I need to accommodate their needs by using strategies that promote learning and engagement.
What learning approaches will you try next time to improve your learning?
I am intrigued with Problem-based learning and will try to utilize this kind of inquiry-based learning in my lessons. I think students thrive on self-directed learning and this is the focus I want to take. This will require the use of more questions that challenge students to think deeper and writing journals for students to reflect on their learning and where it is taking them. Reflection allows students to abstract from their experiences what they felt, thought, and learned (Cennamo, Ross, & Ertmer, 2009). I will try to employ this strategy for my own learning as well.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. (M. Staudt, & M. Stranz, Eds.) Mason, OH, USA: Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
For many students with disabilities, access to the curriculum will require the use of technology, specifically assistive technologies. The effective use of these technologies can make the difference between successful and unsuccessful educational and social experiences for students with disabilities (Cennamo, Ross, & Ertmer, 2009). Some of these things that I can use in my classroom are the tools to assist learning and meet the needs of the diverse learner. MouseKey features found in the Windows Accessibility Panel can provide modifications for some students and Narrator provides text-to-speech ability.
What goals are you still working toward?
I will continue to work on my website through the summer months. The district is upgrading the site and I will be able to update my website when it goes through. I will create a survey for parents to complete with all the other Back to School paperwork so I can identify their needs and wants.
Based on the NETS-T, what new learning goals will you set for yourself?
1. Facilitate and Inspire Student Learning and Creativity
c. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
4. Promote and Model Digital Citizenship and Responsibility
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
I am going to focus on more reflection with my students since I feel that is rather lacking in my curriculum. It is a very important step in the learning process. I will incorporate more blogging and social networking in my lessons. Since most of my students have little resources, I need to accommodate their needs by using strategies that promote learning and engagement.
What learning approaches will you try next time to improve your learning?
I am intrigued with Problem-based learning and will try to utilize this kind of inquiry-based learning in my lessons. I think students thrive on self-directed learning and this is the focus I want to take. This will require the use of more questions that challenge students to think deeper and writing journals for students to reflect on their learning and where it is taking them. Reflection allows students to abstract from their experiences what they felt, thought, and learned (Cennamo, Ross, & Ertmer, 2009). I will try to employ this strategy for my own learning as well.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. (M. Staudt, & M. Stranz, Eds.) Mason, OH, USA: Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
Tuesday, June 1, 2010
Evaluating my GAME Plan
Evaluating my GAME Plan
How effective were your actions in helping you meet your goals?
In reviewing my GAME plan and what actions I took, I believe that the steps I took to meet my goals have been helpful. I have been viewing different sites to look for interactive whiteboard lessons. I have accumulated quite a few and will be able to see where they will fit into my curriculum. With my website, I have been working on updating it since I attended the SchoolWires conference. Once the district updates the site, I will be able to access even more ways to improve my site.
What have you learned so far that you can apply in your instructional practice?
I have found many IWB lessons to use in my classroom and have already tried one with my students. It was successful and students really were engaged in their learning. Whiteboards support interactive learning environments that promote discussion and opportunities for participation in small-group or whole-class settings (Cennamo, Ross, & Ertmer, 2009).
What do you still have to learn? What new questions have arisen?
I attended the Schoolwires Conference as Tech Liaison for my building and it was very informative. I am excited to get updates for our school site. I hope this update will include a counter widget. If not, I am not sure how I can determine the number of visits made to my site. If anyone has suggestions, I would be very grateful. As always, I am looking for new ideas to incorporate technology into my classroom.
How will you adjust your plan to fit your current needs?
When the new school year starts, I will be updating my website and starting off the year with a fresh new outlook. Before this year ends, I hope to get a survey completed by the parents as to what is the most helpful part of my website. This way I can really focus on giving the parents what they want and need. I will continue to visit other teachers’ sites to look for good ideas. My goal will be to start a blog for my students before they come to school and continue it throughout the year.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. (M. Staudt, & M. Stranz, Eds.) Mason, OH, USA: Cengage Learning.
Kerry
How effective were your actions in helping you meet your goals?
In reviewing my GAME plan and what actions I took, I believe that the steps I took to meet my goals have been helpful. I have been viewing different sites to look for interactive whiteboard lessons. I have accumulated quite a few and will be able to see where they will fit into my curriculum. With my website, I have been working on updating it since I attended the SchoolWires conference. Once the district updates the site, I will be able to access even more ways to improve my site.
What have you learned so far that you can apply in your instructional practice?
I have found many IWB lessons to use in my classroom and have already tried one with my students. It was successful and students really were engaged in their learning. Whiteboards support interactive learning environments that promote discussion and opportunities for participation in small-group or whole-class settings (Cennamo, Ross, & Ertmer, 2009).
What do you still have to learn? What new questions have arisen?
I attended the Schoolwires Conference as Tech Liaison for my building and it was very informative. I am excited to get updates for our school site. I hope this update will include a counter widget. If not, I am not sure how I can determine the number of visits made to my site. If anyone has suggestions, I would be very grateful. As always, I am looking for new ideas to incorporate technology into my classroom.
How will you adjust your plan to fit your current needs?
When the new school year starts, I will be updating my website and starting off the year with a fresh new outlook. Before this year ends, I hope to get a survey completed by the parents as to what is the most helpful part of my website. This way I can really focus on giving the parents what they want and need. I will continue to visit other teachers’ sites to look for good ideas. My goal will be to start a blog for my students before they come to school and continue it throughout the year.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. (M. Staudt, & M. Stranz, Eds.) Mason, OH, USA: Cengage Learning.
Kerry
Wednesday, May 26, 2010
Monitoring my GAME Plan
Monitoring my GAME Plan
This week I have been working on putting a counter on my website to count the number of visitors to my classroom website. I do know that parents access this information to get Spelling Lists but I am not sure what else is being viewed. We went on a field trip two weeks ago and I am getting the photos ready to put on as a slideshow. Parents were sending me their photos to use so this has taken some time.
Some questions that are being asked this week:
Are you finding the information and resources you need?
With my website, I have enough information and resources but I need time to implement this. Because my website is through the district server, I have to be at school to manage it. I can access the site but not make changes to it. This impacts my time available at school to work on my site. I plan on staying late this week to work on my GAME plan ideas.
In regards to my Smartboard lessons, I have been bookmarking some great sites for lessons. I need to look for areas in my curriculum that need some technology ideas. As stated by Cennamo et al (2009), it’s important to emphasize that technology it should only be used when it facilitates learning, and not simply as a novelty. So I want to be sure I am using the lessons as a way to inform my students rather than just entertainment.
Do you need to modify your action plan?
At this time, I feel my GAME plan is working as planned and I do not need to modify any part of my plan.
What have you learned so far?
By using this format, I am learning a new strategy to use with my students. This helps to break down the steps to complete a task. As we teach our students to be self-directed learners, we can identify with the strategies we are teaching. It gives us a better feel for the process. Learners who “think about thinking” and apply strategies to regulate and oversee their learning are often referred to as metacognitive learners (Cennamo, Ross, & Ertmer, 2009).
As I read through the blog posts of my classmates, I am aware that I am not alone in my thinking about the use of technology into my classroom. I see that others are working towards similar goals and I can learn from their journey as well.
What new questions have arisen?
I wonder what else I can do by using the GAME plan to help me be more organized and thoughtful about my experiences? This could be a good tool for my Supervision Plan with my principal.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. (M. Staudt, & M. Stranz, Eds.) Mason, OH, USA: Cengage Learning.
Kerry
This week I have been working on putting a counter on my website to count the number of visitors to my classroom website. I do know that parents access this information to get Spelling Lists but I am not sure what else is being viewed. We went on a field trip two weeks ago and I am getting the photos ready to put on as a slideshow. Parents were sending me their photos to use so this has taken some time.
Some questions that are being asked this week:
Are you finding the information and resources you need?
With my website, I have enough information and resources but I need time to implement this. Because my website is through the district server, I have to be at school to manage it. I can access the site but not make changes to it. This impacts my time available at school to work on my site. I plan on staying late this week to work on my GAME plan ideas.
In regards to my Smartboard lessons, I have been bookmarking some great sites for lessons. I need to look for areas in my curriculum that need some technology ideas. As stated by Cennamo et al (2009), it’s important to emphasize that technology it should only be used when it facilitates learning, and not simply as a novelty. So I want to be sure I am using the lessons as a way to inform my students rather than just entertainment.
Do you need to modify your action plan?
At this time, I feel my GAME plan is working as planned and I do not need to modify any part of my plan.
What have you learned so far?
By using this format, I am learning a new strategy to use with my students. This helps to break down the steps to complete a task. As we teach our students to be self-directed learners, we can identify with the strategies we are teaching. It gives us a better feel for the process. Learners who “think about thinking” and apply strategies to regulate and oversee their learning are often referred to as metacognitive learners (Cennamo, Ross, & Ertmer, 2009).
As I read through the blog posts of my classmates, I am aware that I am not alone in my thinking about the use of technology into my classroom. I see that others are working towards similar goals and I can learn from their journey as well.
What new questions have arisen?
I wonder what else I can do by using the GAME plan to help me be more organized and thoughtful about my experiences? This could be a good tool for my Supervision Plan with my principal.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. (M. Staudt, & M. Stranz, Eds.) Mason, OH, USA: Cengage Learning.
Kerry
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