Resources and Information for GAME Plan

In order to start the work on my GAME plan, I need to focus on what materials or resources I need to accomplish my goals. With the first standard: 1. Design and Develop Digital-Age Learning Experiences and Assessments. A. Teachers should design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

My goal is to develop learning experiences using the interactive whiteboard to promote student learning and engagement. I need to find resources for interactive whiteboard lessons. I will preview some lessons from sites bookmarked on my Delicious site and others listed here.

http://www.bgfl.org/bgfl/15.cfm?s=15&m=429&p=250,index

www.learningtoday.com/corporate/second-grade-interactive-whiteboard-lessons.asp

http://www2.scholastic.com/browse/learn.jsp

http://www.prometheanplanet.com/index.

http://www.waukeshaschools.com/WIT/SmartBoard/specificapps.htm



I will contact other second grade teachers through my second grade NING and ask for suggestions and interactive whiteboard lessons that are already available. Then I will connect the lessons to my curriculum. When I see areas in the curriculum that do not have interactive whiteboard lessons connected to it, I will create those corresponding lessons.
I will need to design the Rubric for comparing the lessons and its impact. I will assess the student engagement, content, interactivity, and interest level of each lesson. I will keep track of this information in a Reflective Journal or possibly on a blog.

For the second standard: 2. Model Digital-Age Work and Learning. C. Teachers communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
I want to design my website to be more interactive and informative to parents and students. Some of the resources I will need for this goal are to attend the Schoolwires Conference and learn about enhancing my website. With this training, I can find out new ways to communicate with my parents and students. I need to add a survey to my website or send it out so parents can tell me what they would like to see on the website. I will add a counter widget so I can track the number of hits on my website. In addition, I can visit other teacher websites to get ideas on how to improve my website.

Developing a GAME Plan

I want to bring in new ideas to foster interest and develop 21st Century Skills for my students. As Mark Prensky (2008) states, Educators would figure out ways to use, build on, and strengthen students' reservoirs of knowledge. In making the decision to get my Master’s Degree, I knew I had to update my skills to incorporate more technology. Last week I read about the Game Plan (Cennamo, Ross, & Ertmer, 2009), which is a plan for self-directed learning and by using this system, I can decide the focus of my learning and how it will take place. After referencing the ISTE (National Educational Technology Standards and Performance Indicators for Teachers), I was able to identify the areas in which I need to improve. I will monitor my learning and evaluate my progress. I chose two areas in which I would like to focus and created a GAME Plan for myself.

1. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-T.

A. Teachers should design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

G- Set Goals
My goal is to develop learning experiences using the interactive whiteboard to promote student learning and engagement. I would like to design lessons in the content areas that increase student knowledge and creative thinking.

A- Take Action
I will research different websites for appropriate lessons for my content areas and collaborate with other second grade teachers to share information and lessons. I will develop a new lesson in a content area each week for at least four weeks.

M- Monitor
For monitoring, I will use the initials WB (Whiteboard) on my lesson plans. I can track the number of times I use it for my lessons quite easily. I can monitor the different content areas that I reach also using this system.


E-Evaluate and Extend Learning
The evaluation of my lessons using the interactive whiteboard will be through a Reflective Journal. After completing each lesson that I designed, I will rate it using a rubric for student engagement, content, interactivity, and interest. I will comment on the good parts of the lesson and what I need to change. If needed, I will save artifacts from the lesson to help fine tune the activity.


2. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
C. Teachers communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.

G- Set Goals
I would like to increase my communications with students and parents using my website, and blog. I want to design my website to be more interactive and informative to parents and students.

A-Take Action
I will attend a SchoolWires conference to learn more about the different features that are available to use on my website. I will spend 30 minutes per week on developing the website and keeping it up to date. I will visit other teachers’ websites to get new ideas for implementing on my website.

M- Monitor
To monitor my website, I will survey parents and students to find out what they use most often and what was most helpful to them.

E-Evaluate and Extend Learning
To evaluate my communications with parents and students through my website, I will use a counter to track the number of visitors and track posts to my blog.
I hope to hear your thoughts about this plan and welcome any suggestions that you have to help me adjust my GAME Plan.

References

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) retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf on May 12, 2010.
Prensky, M. (2008). Turning on the Lights. Educational Leadership , 65 (6), 40-45.

Reflection

In reflecting on my Walden University class, Supporting Information Literacy and Online Inquiry in the Classroom, I have learned a great deal. One of the most important things I learned is that I have to be proactive with my students in teaching them how to use the Internet safely and efficiently. As Sara Armstrong stated (Laureate Education, Inc., 2009), for me, inquiry requires deep thinking about a topic; asking important questions that are open-ended and that allow us to explore in ways that haven’t been done before. This is what I am striving for in my classroom. I want my students to be involved with solving their problems stemming from questions they have created. Using the Internet to seek out answers is one method of inquiry. With this method, students need to be taught how to evaluate websites for credible and reliable information. Then they need to be able to synthesize this information and make connections to their background knowledge to transform it into new knowledge. These steps are part of the new literacies that students need for the 21st Century learning. Knowing how, when, and where to locate useful information on the Internet, or on an Intranet, will become an increasingly important component of the literacy curriculum, especially because the availability of information resources and search technologies is expanding rapidly, increasing the importance of effective search strategies (Leu, Kinzer, Coiro, & Cammack, 2004).
Communication is also key to the new literacies. It is how students respond to the information on the web and how they make sense of it. It is their way of connecting with others to understand and share the information. I came across this video from Judy O’Connell’s keynote address for ‘Pandora’s Box: Fresh Start in a New World’ for FCP10-1 (O'Connell, 2006) which speaks to all topics in this class. I embedded the video because FCP10-1 stands for Flat Classroom Project 2010-1. We learned about making the walls come down when students can collaborate with other students in different countries. Learning is authentic and students are engaged in getting their questions answered and finding out what is important to them.

more about "Flat Classroom Project 2010 - 1", posted with vodpod


Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Retrieved from Committed Sardine: http://www.committedsardine.com/handouts/twca.pdf

Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In Ruddell, R.B. & Unrau, N.J., (Eds.), Theoretical models and processes of reading (5th ed.). (pp. 1570–1613). Newark, DE: International Reading Association.

O'Connell, J. (2006). Flat Classroom Project. Retrieved 04 17, 2010, from Hey Jude Learning and Living in an Online World: http://heyjude.wordpress.com

Evaluation of Tree Octopus Website

This week I evaluated a website for my Supporting Information Literacy and Online Inquiry in the Classroom class from Walden University. We were required to make a screencast of our computer as we commentated our process of evaluation through a "think-aloud". This was a helpful experience since now I know the steps to take if I should want to make a tutorial video to share with others. I learned that I need to use a script to make sure I discuss all the points that I want to make. Also, this experience taught me to search out more videos to explain the process of making the screencast. After learning about evaluating websites, I can share that information with my students. Sometimes our students (especially the younger groups) think the teachers know everything and that they need to be like that. By showing them this website and asking questions to which I do not know the answers, I can show my students the process they should take to find their answers. I also became more aware myself of how I should be critically thinking about websites and using the information I gather with discretion.

While showing my students this website, I talked about how this website, in particular, had fooled people. They were really caught on the fact that they saw pictures of the Tree Octopus so it must be real. Unlike print material, it's not as clear whether you are reading fiction, nonfiction, editorials, or advertisements on the Web. Therefore, thinking critically about the information on the screen is imperative (November, 2008). After viewing this website, my second graders were very interested in other websites that they could evaluate and practice their skills.

One of my students had been talking about UFO's and how he saw videos of them on Youtube. This lead us to discuss if UFO's really existed and how would we find out. The students are starting to lead the discussions with their questions and what they want to know. It is a very exciting process and a big change for the teacher!

Please click on the link below to access my video of my evaluation of this website.


November, A. (2008). Web Literacy for Educators. Thousand Oaks, CA, USA: Corwin Press.

2010-03-24_2146

Reflection

As this class, Effective Bridging of Technology and Instruction, comes to a close, I can reflect on the changes that have occurred in my personal theory of learning. Through the study of the different strategies introduced by Pitler, Hubbell, Kuhn, & Malenoski (2007), my ideas toward my own theory of learning have been modified. I am aware of various strategies that will help my students prepare for the future and create opportunities for them to extend their learning.

I still follow Gardner’s theory (1983) of multiple intelligences. I believe that students have strengths and weaknesses and it is important to include different learning styles in my teaching. What has changed is the approach to teaching for the multiple intelligences. One is a teacher-centered approach, in which the instructor incorporates materials, resources, and activities into the lesson that teach to the different intelligences. The other is a student-centered approach in which students actually create a variety of different materials that demonstrate their understanding of the subject matter. The student-centered approach allows students to actively use their varied forms of intelligence (Giles, Pitre, & Womack, 2003). This more aptly identifies the direction I want to take with my instruction.

I believe the biggest change in my personal theory is that I want my classroom to be student–centered rather than teacher directed. Ideally, my students will construct their own knowledge using learning tools and I will act more as a facilitator of their learning. I want to incorporate more concept maps so my students can build their own learning and make connections to their prior knowledge. As a constructivist, Bruner knows that learning occurs through problem solving. Through the active process of discovery and trial and error the student can uncover the interrelationships between concepts and ideas, which allows them to gain knowledge about “new truths” (Arndts, et al., 2009). By using software such as Inspiration, my students can access many different diagrams, charts, and concept maps to help them organize and maximize their thinking. I can assist in scaffolding their learning.

In regards to technology use, I want to encourage my students to use technology as a learning tool. Webquests and Voice threads are activities that I will incorporate into my classroom. These are helpful for building cooperative learning as well as communication skills. Through cooperative groups, my students will learn how to cooperate, communicate, and collaborate all of which are needed for the future workplace.

As I complete my class, I am encouraged to set some goals for integrating technology into my classroom. This has been a particular interest of mine for some time now. I hope to bridge the gap between my use of instructional tools to giving my students learning tools. One of the tools that I want to share is the Interactive Whiteboard. Presently I do not have one in my classroom but we have access to one that I share with other classrooms down the hall. I plan to have my students be in charge of it and have them use it as a learning tool, whether they use it to manipulate shapes like tanagrams or to present information they learned to other classmates. The interactive whiteboard should be just that: interactive.

The other tool that I hope to integrate into my technology repertoire is using virtual field trips with my students. This type of activity broadens their horizons and gives them a view of the world around us. My school is located in a very rural area with very little access to cultural events and educational sites. By accessing virtual field trips, I can transport my students to Hawaii to see a volcano or to an observatory to see the stars and constellations. It will enhance their engagement in the lesson and increase learning and retention.

As the New Year approaches, we all make resolutions and I am no exception. I have noted some changes for the good in my personal learning theory and how I can put these changes into practice. I hope to facilitate more student-centered learning with cooperative groups and project-based activities. The instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I envision my students taking the lead in their learning and using learning tools such as Web quests and Voice threads to practice communication skills. Students in social learning experiences perform individual tasks to achieve a shared outcome, and in the process must communicate, share, and negotiate to achieve their mutual goal (Palmer, et al., 2003). By incorporating more technology tools into my classroom, I hope to extend my students’ learning and help them to be better prepared for their future.

References

Arndts, M., Cabelu, W., Wisniewski, Edwards, J., Goldstein, J., Stewart, M., et al. (2009, May 29). Bruner. (E. D. G. K. Clabaugh, Editor) Retrieved December 19, 2009, from New Foundations: http://www.newfoundations.com/GALLERY/Bruner.html

Gardner, H. (1983). Frames of mind: the theory of Multiple Intelligences. New York, NY: Basic Books.

Giles, E. Pitre, S., Womack, S. (2003). Multiple intelligences and learning styles. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved December 19, 2009 from http://projects.coe.uga.edu/epltt/

Palmer, G., Peters, R., Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching and technology. Retrieved November 28, 2009, from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. (J. Houtz, Ed.) Alexandria, VA, USA: ASCD.

Voicethread

I hope you will visit my voicethread and share some good ideas with me.

http://voicethread.com/share/779433/



Thanks!
Kerry

Connectivism and Social Learning in Practice

Cooperative Learning was in the spotlight this week for our readings. It is a process, which requires knowledge to be discovered by students and transformed into concepts to which the students can relate. The knowledge is then reconstructed and expanded through new learning experiences. Learning takes place through dialog among students in a social setting (Palmer & Streetman, 2003). There are many benefits from using cooperative learning strategies such as students retaining more information; students feel it is a safe and nurturing environment, and better synthesis of material due to discussions and explanations within the group.
The instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Through the interactions, students learn new things from each other. Social learning is observational learning; students watch each other and how they perform different activities. Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if the are not working face to face (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Students learn how to use technology from watching others, discussing it, and participating in it.
Creating videos, participating in a virtual research community, communicating globally with other students, and webquests are examples of different activities that integrate technology into the classroom. These activities promote social learning and facilitate students learning from each other. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action (Price, McFadden, & Marsh). Other uses of technology in social learning are collaborative organizing, shared bookmarking, simulation games, and communication software. These activities also encourage social learning through collaboration, communication, and cooperation. Educators today have many options to encourage and develop social learning in the classroom.


Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved November 29, 2009 from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. (J. Houtz, Ed.) Alexandria, VA, USA: ASCD.

Price, B. J., McFadden, A., & Marsh, I. G. (n.d.). Learning Theories-Bandura. (A. M. Barrie Jo Price, Editor) Retrieved November 28, 2009, from Emtech.net: http://www.emtech.net/index.shtml