MONITORING GAME PLAN PROGRESS

I have been extremely lucky because of a large grant that our district received in which we were awarded money to spend on technology.  My class has laptops, desktops, a mobile distance learning lab, projectors, iTouches, iPads, and cameras.  In addition, my students have their own cell phones which allow them even greater access to the world.  I am very grateful for all these devices, and I use them daily.  What I would like to augment, however, is the software that would allow my students greater freedom in their assignments as well as greater access to creative ventures.  At times, I am overwhelmed by all there is available, and in this, my colleagues have proved invaluable because they are familiar with and can recommend programs that are suitable for my students and which are financially feasible.  I have found so many programs that are perfect for my kids just through our discussions and now our blogs.  I am very grateful for my colleagues who point me in the right direction and give me advice, and through my classes, I have learned how important PLCs are!

My GAME plan has helped me to focus on what specifically I need to accomplish.  I have kept a journal, and thus am able to follow my progress and reflect on what I am doing (Cennamo, Ross, & Ertmer, 2009).  As I improve my skills and work at developing my technological expertise, I am keenly aware that I am just a half step ahead of my students.  Many of them excel in technology far beyond what I can hope to accomplish.  However, because I work at improving my skills, my students respect what I do and ask me to help them.  They have come to depend on me to direct them in their adventures in technology.  Through my enthusiasm and hard work, I believe I am beginning to inspire and motivate my students and through this build my own confidence (Laureate Education, Inc., 2011).  This addresses my Goal #1 which is to inspire and motivate my students (Cennamo, Ross, & Ertmer, 2009).  My students are aware of the conferences I plan to go to and a few have even asked what I will be doing there.  This is a positive sign, and I hope to build on that. 

My second goal involves designing and implementing digital age activities and authentic experiences (Cennamo, Ross, & Ertmer, 2009).  Although I implement a great deal of technology in my classroom, I realize that my students actually live in a world full of videos, music, Youtube, data, and the Internet.  So much so, that school is still rather boring.  Therefore, my goal is to create a class that students look forward to attending and get up each day excited about what we are doing.  That may sound like a lofty goal; however, the technology I have used so far has changed the atmosphere so much in the classroom that I believe we can accomplish excitement.  In addition, I have students who are labeled ADHS, Gifted, ED, and so on.  The one thing they all have in common is they are extremely comfortable with technology and use it constantly.  Therefore, I owe it to them to build lessons that are digital age and authentic (Cennamo, Ross, & Ertmer, 2009). 

Furthering my second goal is my policy of having students keep electronic portfolios rather than paper portfolios.  We began small; but with continued improvement, my students will become effective at maintaining their eportfolios throughout their high school careers.  Students are no longer limited to text but have the freedom to include video, audio, and graphics as well (Lambert, DePaepe, Lambert, & Anderson, 2007).  This activity provides students the opportunity to become self-directed and conscious of their future goals (Lambert, DePaepe, Lambert, & Anderson, 2007). 

My GAME plan has made me slow down and think about specific needs of individual students.  This in itself is a good thing; I get caught up in the busy-ness of school and forget things I should be doing.  So, thinking about individual needs has caused me to reevaluate some of the programs I am using and begin looking for other, more motivating programs (Cennamo, Ross, & Ertmer, 2009).  Our department just purchased a new reading program, Fast ForWord.  This program enables students to improve their reading ability, to develop reading and vocabulary skills, and improve listening proficiency.  The program uses games that are both entertaining and educational, therefore, students are engaged and interested.  Since we are targeting students whose reading ability is below grade level, we are hoping for high student engagement as well as results (Laureate Education, Inc., 2010).  Results show that students using this program dramatically improve their skills, scores and reading level.  Only time will prove whether this is a program that is worthwhile.   

In addition, my students and I have begun using EPals, and we are looking for a group to communicate with and participate in the project, The Way We Are.  My students continue to surprise me.  Even the shy ones are eager to make friends on line.  They feel safe and are therefore willing to talk about all kinds of things: fashion, music, school.  The inclusion of social media has its pros and cons; however, I believe that since we are a global community and economy, allowing my students to communicate globally will open their minds and hearts to other cultures (Lederer, 2012).  It is often up to teachers to try to eliminate the fear of other cultures which in turn will effect a positive, permanent change in the world. 

I have many goals for myself and hopes for my students.  Sometimes I take on more than I should.  However, through self reflection in my journaling, I expect to be able to keep my perspective and maintain a high quality of activities not just quantity (Cennamo, Ross, & Ertmer, 2009).    As I maintain my calendar and journal, I will be able to keep myself organized and continue to reflect on my plans and activities (Cennamo, Ross, & Ertmer, 2009).  I believe I can become a better teacher and empower my students to be successful on assessments at school and as people in the world in which they live. 

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Cengage Learning.

Lambert, C., DePaepe, J., Lambert, L., & Anderson, D.  (2007, Winter).  e-Portfolios in Action.  Kappa Delta Pi Record, 43(2), 76–81. Retrieved from the ERIC database.

Laureate Education, Inc. (Producer).  (2011).  Enriching Content Area Learning Experiences with Technology.  Part 1.  [Video webcast].  Baltimore, MD:  Author.

Laureate Education, Inc., (Executive Producer).  (2010). [Webcast].  Assessing Student Learning With Technology.  Baltimore, MD:  Author.  

Lederer, K.  (2012).  Pros and Cons of Social Media in the Classroom, THE Journal.  Retrieved from http://campustechnology.com/articles/2012/01/19/pros-and-cons-of-social-media-in-the-classroom.aspx.

 

IMPLEMENTING MY GAME PLAN

My goals are:  1) to facilitate and inspire and 2) to design and develop digital-age learning experiences.  Therefore, I will need to continually refer to my GAME plan and reflect on my progression.  In order to achieve my goals, I will need resources and input from my colleagues.  This is an interesting adventure because through this GAME plan, I will expand my own horizons as I improve my teaching and classroom environment.  The resources that I need to implement my plan include two different areas. 

To address Goal 1, I will need to develop my own enthusiasm.  In order to do this, I believe I need to attend conferences and workshops in which I am inspired; by increasing my own enthusiasm, I will be able to pass that on to my students.  I requested authorization to attend the Texas Computer Education Association Convention in February, the Texas Association for Alternative Education Conference also in February, and the ISTE Conference in June.  These conventions offer insight into new methods and technologies that never fail to be exciting, interesting, and fun.  Through these workshops, I will have access to programs designed to create UDLs so that my students can be successful (Laureate Education, Inc., 2010a).  The success will focus on areas that will support my students academically, culturally, and emotionally (Cennamo, Ross, & Ertmer, 2009).  The excitement and enthusiasm derived from these conferences will most certainly be transferrable to my students so that I can facilitate and inspire them. 

Goal 2 can also be addressed by attending conferences.  However, in order to continue designing and developing digital age learning experiences, I also need to read, research and examine not only what is already in place but also develop a list of needs specific to my current students.  Since my laptops are now three years old, there are some that may require new parts or refurbishing; standard procedure is to complete a work order when such work is needed.  There are also lists of websites for my students that need to be updated, projects that should be tweaked to keep them current and vibrant, and ensure that new programs are ordered and approved.  In addition, I want to incorporate more digital story-telling opportunities and movie making projects.  I would also like to find additional web graphics programs; any and everything visual would be extremely helpful for my students.  If anyone has any recommendations about programs that incorporate graphics or other visual activities, please let me know. 

Collaboration is a vital link that I have learned to value; my colleagues help me daily, and I plan to continue that connection (Cennamo, Ross, & Ertmer, 2009).  Through networking, I have discovered so much that has helped me in my work and therefore is beneficial to my students.  I hope to expand my collaborative efforts to include more of my Walden colleagues as well as other PLCs to keep my ideas fresh and meaningful. 

To keep track of my To Do List and my progress, I will utilize Checklist, ToDo, and Calendar on my iPad (Laureate Education, Inc., 2010b).  My iPad is my central and most important organizational tool.  I look at it every day; therefore, using my iPad is the most logical approach.  In order to reflect on my progress, I will also keep a private on line journal to contemplate what I’ve done and to generate new questions and new goals.  Reflection and evaluation of the effectiveness of my own instruction is a “critical component of the GAME plan” (Cennamo, Ross, & Ertmer, 2009, p. 86). 

I would love to hear from anyone who has suggestions or who could offer new ideas.  The Walden discussions are always inspiring, and I’m so impressed and amazed at what everyone knows – please share anything you think might be valuable for me and my students. 

References:  

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc., (Executive Producer).  (2010a). [Webcast].  Meeting Student Needs With Technology, Part 1.  Baltimore:  Author.  

Laureate Education, Inc., (Executive Producer).  (2010b). [Webcast].  Meeting Student Needs With Technology, Part 2.  Baltimore:  Author.  

Game Plan

According to our text, learners who “think about thinking… are metacognitive learners,” and all teachers should be metacognitive learners (Cennamo, Ross, & Ertmer, 2009, p. 3).  When I think about my hopes and thoughts for my teaching, I always think of technology. It is impossible for me to think about teaching without envisioning some technological program or device to enrich and inspire my students’ learning.  I have many goals for my classroom including my own professional development, students’ learning modes, content material, and obtaining additional technology.  For success in achieving my goals, I must employ three processes:  planning, monitoring, and evaluating my learning activities (Cennamo, Ross, & Ertmer, 2009, p. 3).  The International Society for Technology in Education (ISTE) realizes the importance of technology in the classroom and has, therefore, developed important goals for teachers regarding technology.  I must keep these goals in mind and incorporate them into my growth as a teacher.  The ISTE goals are:  1) Facilitate and inspire student learning and creativity; 2) design and develop digital-age learning experiences and assessments; 3) model digital-age work and learning; 4) promote and model digital citizenship and responsibility; and 5) engage in professional growth and leadership (International Society for Technology in Education, 2008).  Increasing my knowledge and abilities in technology will lead to greater confidence and further exploration (Laureate Education, Inc., 2011a). 

GOALS, G in GAME (Cennamo, Ross, & Ertmer, 2009):  Goal 1 is to facilitate and inspire; I would like to work on that particular goal.  Inspiring and motivating students takes constant effort and improvement; I cannot become stale or stagnant.  Goal 2 is to design and develop digital-age learning experiences.  I have begun implementing digital-age activities and authentic experiences, but I need to improve in this area.  I hope that eventually all my lessons will be enriched by technology and engaging to my students (Prensky, 2008).  Goals 3 and 4 involve promoting and modeling digital-age work, learning, and citizenship; these are presently part and parcel of my classroom.  Finally, Goal 5 is to engage in professional growth; since I am currently involved in this masters’ program as well as other leadership activities, this has been addressed. 

ACTION, A in GAME (Cennamo, Ross, & Ertmer, 2009):  In order to facilitate and inspire my students, I will ensure that I provide as much enriching technology in my lessons as possible.  Although this may be limited by availability and budget, many projects can be completed simply using a cell phone (Laureate Education, Inc., 2011b).  In addition, I will use technology and my own creativity to provide students with the skills necessary to be successful.  I can use on-line tutoring to supplement grammar skills as well as technology skills (Cennamo, Ross, & Ertmer, 2009).  I can implement web graphics to encourage students to use visual mapping of literature; students can produce a creative story using digital story telling (Cennamo, Ross, & Ertmer, 2009).  New tools, programs and devices are available every day, so it will be up to me to keep up with the new technology so that I can empower my students to be successful. 

MONITOR, M in GAME (Cennamo, Ross, & Ertmer, 2009):  If I am successful and increase my knowledge, this will naturally lead to greater confidence in the classroom (Laureate Education, Inc., 2011a).  I must monitor my own learning goals and actions (Cennamo, Ross, & Ertmer, 2009).  Therefore, I will use my calendar to mark my goals and action plans and create deadlines for lesson plans enriched by technology.  I will post my goals in plain sight where I can see them every day.  I plan to attend the ISTE convention in June for inspiration and up to date knowledge.  In order to facilitate learning, I will talk with my students regularly and ask for comments and ideas at the end of each unit (Prensky, 2008).  I hope to inspire my students by my own enthusiasm and model success in using technology. 

                                   

EVALUATE & EXTEND, E in GAME (Cennamo, Ross, & Ertmer, 2009):  Evaluating the effectiveness of my own instruction is a “critical component of the GAME plan” (Cennamo, Ross, & Ertmer, 2009, p. 86).  I will need to consider student assessment; if my students are successful, then I have done my job well (Cennamo, Ross, & Ertmer, 2009).  In addition, self-awareness and self-reflection are important (Cennamo, Ross, & Ertmer, 2009).  Therefore, I plan to begin an electronic journal to document my progress and the success of my students.  I can also share my progress on my blog and perhaps receive good advice from my colleagues. 

Through the implementation of my GAME plan, I hope to inspire and motivate my students and to enrich my curriculum with appropriate technology.  I believe that this plan is achievable, and the documentation of the journey will provide reflection and self-awareness. 

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom

            use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA:

            Cengage Learning.

International Society for Technology in Education.  (2008).  National Education Standards

            For Teachers (NETS-T).  Retrieved from http://www.iste.org/Libraries/PDFs/NETS

            For Teachers 2008 EN.sflb.ashx. 

Laureate Education, Inc. (Producer). (2011a). Enriching Content Area Learning Experiences

With Technology, Part 1.  [Video webcast]. Baltimore, MD:  Author. 

Laureate Education, Inc. (Producer). (2011b). Enriching Content Area Learning Experiences

With Technology, Part 2 [Video webcast]. Baltimore, MD:  Author.

Prensky, M.  (2008).  Turning on the lights. Educational Leadership, 65(6), 40–45.  Retrieved

from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?sid=b3454d33-3d8c-40d1-a691-8eb8408d071f%40sessionmgr111&vid=1&hid=110&bdata=JnNpdGU9Z Whvc3QtbGl2ZSZzY29wZT1zaXRl#db=a9h&AN=31926035. 

Hello Out There

Technology has been an important part of my life long before I taught school.  I was privileged to work in New York and also Morristown, NJ, where I worked with the scientists that developed optic fibers and other technology.  It was in that atmosphere that I began to see the value and importance of technology.  When I began teaching, I was surprised (to say the least) at the lack of technology in education; however, in the last three years, things have changed drastically especially at my school.  Through a giant federal grant we purchased new technology and have been a New Tech PBL classroom ever since.  It's been challenging but amazing.  I can't wait to see what we get to do next!