Game Plan Reflection

-Reflect on the GAME plan you developed and followed throughout the course. Summarize any new learning that resulted from your following your GAME plan and explain what impact your new learning will have on your instructional practice.


Over the past seven weeks of this course, I have learned a great deal while implementing my GAME plan. I will admit at first, back in Week one when we had to write a GAME plan, I was not really into it , I felt very lost and confused with this series of assignments. Now, I feel as though my GAME plan has been very successful. I am also infusing more technology into my lessons every day at school and the students really seem to be more motivated to learn because of it. I found the GAME Plan to be a great way to keep me on track with my goals.  Knowing that I had these goals and a plan pushed me to accomplish those goals. Due to the positive results I have seen in my instruction as well as my own motivation through implementation of my GAME plan, I intend to continue building my technological repertoire even after this course ends.

 -Describe any immediate adjustments you will make to your instructional practice regarding technology integration in your content area(s) as a result of your learning from this course.
 
One immediate change that I am making to my technology integration is implementing the use of more real-world problem applications along with the technology. I would also like to incorporate more problem-based learning into my curriculum to promote more self-directed learning. I want my students to take responsibility for what they are learning and teach themselves that they can do something if they put their minds to it. I think I have finally grown to appreciate my blog and the valuable advice my peers have given me.  I hope to keep posting to this blog, and I hope my peers continue to follow me and offer advice.

Reference:

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.

Monitoring Your GAME Plan Progress...................

Each week I will continue to strengthen my confidence and proficiency as I explore strategies for seamlessly integrating technology into your content area instruction. While developing my GAME Plan there were two standards in particular which the International Society developed for Technology in Education (ISTE). The first standard being to advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. My plan thus far seems to be moving along in the right direction. In the following weeks I will continue to make improvements to my game plan by working hard, and collaborating with my colleagues at the middle school and high school level, as well as my Walden University classmates and instructor.

The second standard I am working with is the National Educational Technology Standards to facilitate and inspire student learning and creativity by enhancing the learning environment of my students through technology. This goal aligns with the indicator- Design and Develop Digital-Age Learning Experiences and Assessments. I have been looking at various websites and other teacher blogs and classroom blogs to gain a variety of ideas to facilitate and inspire student learning and creativity by enhancing the learning environment of my students through technology. At this stage of my GAME plan I am consistently monitoring my progress. I am attempting to provide my students opportunities to learn through technology by promoting, modeling, and demonstrating positive aspects of communication. I want to also integrate learning activities through technology that meet the needs of the diverse learners in my classroom through the integration of projects that that address learning styles, working strategies, and abilities. I also want to continue integrating 21st skills in the learning process of all 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). (2009). Integrating technology across the content areas: Assessing student learning with technology. Baltimore, MD: Author.

Carrying Out My GAME Plan:

G - Goals, A - Action, M - Monitor, E - Evaluate-Extend

In order to become more proficient I plan to work on familiarizing myself with the safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. Once I have become more familiar I will then introduce it to my students. I will emphasize digital responsibility through the use of online ethics. This goal aligns with the indicator- Promote and Model Digital Citizenship and Responsibility as listed in indicator A on the ISTE website.

My GAME Plan Goals:

• Ø  I will first best friends with the Standard 4 of the ISTE Standards for Teachers focusing on the concept of digital citizenship. 
• Ø  I will review PowerPoints, Slide Shares, & Blogs of Ethical and Legal use of Technology in the Classroom
• Ø  Utilize Teacher Education Programs
• Ø  Collaborate with Others
• Ø  Create a Blog to Promote and Model Digital Citizenship and Responsibility that can be shared and updated by as many people as possible.
• Ø  I will monitor my progress through assessments and responses of other collaborators.
• Ø  I will then extend my knowledge to my students.

I will also work with the National Educational Technology Standards to facilitate and inspire student learning and creativity by enhancing the learning environment of my students through technology. This goal aligns with the indicator- Design and Develop Digital-Age Learning Experiences and Assessments. It is our job as educators to utilize our knowledge to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. By utilizing technology we can engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

My GAME Plan Goals:

• Ø   I will utilize technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
• Ø  I will stay up to date on technology through collaboration, research, Blogs, & Wikis.
• Ø  I will explore lessons that integrate technology including web quests, podcasts, iMovie, etc.
• Ø  Utilize technology in student-centered learning.
• Ø  I will monitor my progress through assessments and responses of other collaborators as well as my students.
• Ø  I will then extend my knowledge to my students.
• Ø  I will learn from my students and their comfort with technology.

The resources that I need to carry out my plan are the internet, computers, electronic devices, software, and access to all of these plus a list that continues to grow. I will also utilize collaboration with my peers and students, learning from each other can aid both sides of the learning environment. I will continue to do my homework and stay abreast of technology and digital citizenship in order to provide my students with the most effective educational opportunities as well as the mindset of being digital citizens.

References:

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas: Enriching content area learning experiences with technology, part 2. Baltimore, MD: Author.

Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40–45.
Retrieved from the Academic Search Complete database. 

Developing Your Personal GAME Plan

In order to become more proficient I plan to work on familiarizing myself with the safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. Once I have become more familiar I will then introduce it to my students. I will emphasize digital responsibility through the use of online ethics. This goal aligns with the indicator- Promote and Model Digital Citizenship and Responsibility as listed in indicator A on the ISTE website.

I will also work with the National Educational Technology Standards to facilitate and inspire student learning and creativity by enhancing the learning environment of my students through technology. This goal aligns with the indicator- Design and Develop Digital-Age Learning Experiences and Assessments. It is our job as educators to utilize our knowledge to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. By utilizing technology we can engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

I will monitor my progress by setting dates to assess what goals we have reached and adjust accordingly. In order to stay on top of new technologies I will work with others, research, follow blogs, etc. I will also design rubrics to utilize when creating digital projects. This rubric will include ethical use of digital information and documenting sources. This will hold the students accountable for this standard from the beginning so there can be no excused that they did not know.

To evaluate and extend my learning again I plan to utilize blogs, peers, and a variety of other resources to stay on top of current trends. Collaboration is key, by utilizing technology we can collaborate with people in our schools or around the world. Designing lessons incorporating the content that is required by the curriculum, but by also connecting the content to current or real-world situations will aid in monitoring my progress but also the progress of my students. As with any new lesson we need to reflect on how the lesson/unit went, and make changes as needed based on the response and the results. I will also utilize observations, suggestions, student comments, and overall successes and failures to aid in evaluations and monitor. 

References:

                                        

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas: Enriching content area learning experiences with technology, part 2. Baltimore, MD: Author.

Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40–45.
Retrieved from the Academic Search Complete database. 

Final Reflection

When I began the course, Bridging Learning Theory, Technology, and Instruction, I was asked to develop my “Personal Theory of Learning.” Knowing that each student has different needs, it seemed near impossible to find a one-size-fits all method. Research offers a great deal of information about the processes in the brain during learning and variations in aspects of individual learning such as different learning styles and multiple intelligence's. In reality everyone learns differently, the brain is an immensely powerful processor.  The relationship between theories of learning and educational practices can be complicated by dozens of variables including certain teaching practices that can inhibit learning by discouraging, ignoring, or punishing the brain’s natural learning processes. As an educator we must design learning around student interests and make learning contextual. Educators must structure learning around real problems, encouraging students to learn both in and outside the classroom.  Finally student assessments should allow them to understand their own learning styles and preferences. This way, students monitor and enhance their own learning process. Education is constantly evolving and core subject knowledge is no longer enough to keep up with the demands of the 21st century. Students must be able to “use their knowledge and skills—by thinking critically, applying knowledge to new situations, analyzing information, comprehending new ideas, communicating, collaborating, solving problems, making decisions” (Honey, et al, 2003, p. 9).

As a result of this course I will make adjustments regarding technology integration by following what Dr. Orey stated, “You want to have your children be active in the learning process, regardless of which approach you take” (Laureate Education, n.d.). Technology integration, if done properly, can do many things to help in the process of creating more following authentic learning environments and more. Technology can also enhance student learning by utilizing various learning styles to fit the ever changing needs of each individual student.

I learned so much from week to week about how instruction that I find it difficult to choose only two new technologies that I will use in my classroom. One of the tools that I found of great use is the idea of using concept maps in the classroom. A concept map is a visual organizer that can deepen and enrich a students’ understanding of a new concept. A concept map is a type of graphic organizer which helps students organize and represent knowledge of a subject, using a graphic organizer allows students to think about the concept in several ways. Most concept map organizers engage students in answering questions such as, "What is it? What is it like? What are some examples?" Concept maps begin with a main idea or concept and then branch out to show how that main idea can be broken down into specific topics deepening a student’s understanding and comprehension of the topic. Working with students to complete the concept map provides a great opportunity for a virtual field trip, it will give us an opportunity to visit a place we can’t go to in real life by utilizing technology. The second form of technology that I will be incorporating more in the classroom is Voice Threads. As with concept mapping, Voice Threads can be used in a variety of content areas. A Voice Thread could be used to post problems, as a critique, book reviews, the ideas seem endless! In addition, this is a great resource to encourage collaboration in the classroom.

Two long-term goal changes I would like to make in my instructional practice regarding technology integration is staying abreast of new and useful technologies. Technology can assist students while they are working collaboratively or cooperatively on assignments that builds on social learning and other forms of learning. Technology tools which allows students to “share” their assignments and work together to create projects include classroom Wikis, Blogs, Web Quests, and Google Docs are just a few. Technology also supports the social learning theory through the use of PowerPoint, visuals, and handouts (Laureate Education, n.d.). While students are involved in social learning they are strengthening their decision-making, collaboration, communication, and conflict-management skills (Orey, 2001). My second goal is to teach my students about blog so that we can transition to utilizing student blogs on a daily basis. I would like to implement a question of the week where students can respond by posting, I would also like to have a word of the day.  The blogs will showcase what the students are writing. I think blogs are a great idea on many levels, my only concern is not being able to monitor them constantly. The education blog can be a powerful and effective technology tool for students and teachers alike. Blogs are:

·                     Highly motivating to students, especially those who otherwise might not become participants in classrooms.

·                     Excellent opportunities for students to read and write.

·                     Effective forums for collaboration and discussion.

·                     Powerful tools to enable scaffolded learning or mentoring to occur.

As educators it is our job to ensure Students must be trained on issues regarding access, privacy, security, and free expression. As blogs have no publisher, producer, or editor, students must carefully consider the content of postings to avoid anything defamatory, libelous, or an infringement upon the rights of others.

References:

Honey, M., Mandinach, E., & McMillan, K. C. (2003). A retrospective on twenty years of education technology policy. Education Development Center, Center for Children and Technology, U.S. Department of Education, Office of Educational Technology.

Laureate Education (Producer). (n.d.). Brain research and learning [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.). Understanding the brain [Video file]. Retrieved from https://class.waldenu.edu

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Voice Thread

VOICE THREAD

http://voicethread.com/new/share/6864536/

                                                            

Connectivism and Social Learning in Practice

Various theories of learning have been suggested, and these theories differ for a variety of reasons. A theory is a combination of different factors or variables woven together in an effort to explain whatever the theory is about. Theories based on scientific evidence are considered more valid than theories based on opinion. Learning is defined as a process that brings together personal and environmental experiences and influences for acquiring, enriching or modifying one’s knowledge, skills, values, attitudes, behavior and world views. The relationship between theories and practice is complicated by there being more than one type of learning. In the media segment Dr. Orey discussed how in the past educational institutions prepared their learners to acquire a set of skills that they would be utilized for a single life long career. 21st century learner require a different set of skills to be prepared for constantly evolving world. Nearly every educational setting involves several types of learning, each with its unique importance to the functioning of the classroom.

From learning theories like Behaviorism, Cognitivism, Constructivism, and Social Learning, it might be possible to extrapolate future models of learning taking into account the interconnections of the theories and the increasingly networked and connected world we live in (Laureate Education, n.d.).  Connectivism and Social Learning are prevalent in today’s classrooms.  Social learning suggests that students understand content in a more meaningful ways through active engagement in conversations and building artifacts with peers (Laureate Education, n.d.). This theory states that students can learn from one another by actively participating in a social group. Cooperative learning and multimedia experiences are two instructional strategies that support social learning. Utilizing these strategies will enhance student learning and create lifelong learners. Cooperative learning occurs when groups of students interact with each other to enhance learning (Pitler, Hubbell, & Kuhn, 2012).  Technology can be used to support learning in this type of collaboration. When students interact with each other in social situations and learn the curriculum and are very likely to retain this information.  They are able to interact with information on a deep level, thus committing it to their long-term memories.  Technology is changing how we learn and providing new ways for social learning to occur. 

Reference:

Laureate Education (Producer). (n.d.). Social learning theories [Video file]. Retrieved from https://class.waldenu.edu

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.  Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page

Constructivism and Constructionism

The difference between constructivism and constructionism is when students construct their own meaning of things (Laureate education, n.d.). Constructionism takes place through helping students produce constructions that can be shared with others (Laureate Education, n.d.). This process provides the students with the opportunity to explore and create in order to understand. Project-based learning, problem-based learning, and inquiry-based learning all three closely relate to the information processing approach while focusing on learning experiences where students can help solve a problem or address an issue.

They fit well with technology-rich learning environments where the focus is not on the hardware and software, but on the learning experience. In each case, technology is used to facilitate learning. It may be a tool to organize ideas (such as Inspiration), search for current information (such as an online news source), or present ideas (such as PowerPoint presentations). Dr. Orey describes this method as an easy tool for students to build or create something to demonstrate their knowledge (Laureate Education, n.d.).  According to Dr. Orey PowerPoints with images can help students build schema and can connect with real-world experiences, (Laureate Education, n.d.). Another tool teachers can utilize to make project-based, problem-based, or inquiry-based approaches more seamless is a WebQuest.  They are online inquiry-based tasks that allow students to study evidence about an issue or topic and make a decision based on the information they collect (Orey, 2001).

 

By using this constructionist-technology tool teachers can set expectations for a project using a rubric. When students are given the opportunity to choose a topic to research, create questions about their topic to guide their research, and present the information they are more engaged in their work. When technology integration is at its best, a child or a teacher doesn't stop to think that he or she is using a technology tool it is second nature. And students are often more actively engaged in projects when technology tools are a seamless part of the learning process.

Generating and testing a hypotheses can be done in every subject and works with the constructionism strategy through creating projects that utilize a topic that is meaningful. Generating and testing their predictions is a great learning tool. When a student generate and tests a hypotheses they are engaging in problem solving. This process will provide the students with a clearer understanding of the lesson.

References:

Laureate Education (Producer). (n.d.). Constructionist and constructivist learning theories [Video file]. Retrieved from https://class.waldenu.edu

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved fromhttp://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Cognitive Theory.................

The Cognitive Learning Theory explains why the brain is the most incredible network of information processing and interpretation in the body as we learn things. Dr. Orey talked about the three different stages of information processing which are, sensory input of information or receiving the information, then it goes into short-term memory, and then once processed deep enough, it gets stored into the long-term memory (Laureate Education, n.d.). The cognitive learning theory addresses the need for making connections with information in order to recall it later.

According to Dr. Orey cognitive tools have several roles and "their roles allow students to interact with information in order to acquire, synthesize, create, and share new knowledge" (Orey, 2001). Therefore, the cognitive learning process allows for students to acquire the information in various ways and by "integrating multiple senses in presentations improve learning." (Laureate Education, Inc., 2001”.

"The instructional strategy cues, questions, and advance organizers focuses on enhancing students' ability to retrieve, use and organize information about a topic" (Pitler, Hubbell, Kuhn, & Malenoski, 2012). This is just one example of a cognitive strategy to use within the classroom. Cueing, questioning and creating advance organizers is another way to help students activate multiple senses and make connections in their brain. They will be able to use their prior knowledge and build upon that knowledge to acquire new information, helping students understand the material more effectively because it will be presented and provided in various ways giving students more opportunities to understand it. One last strategy to utilize within the classroom is summarizing, when summarizing one needs to understand what they have read, heard, or learned in order to be able to put it in their own words (Pitler, Hubbell, Kuhn, & Malenoski, 2012).

References:

Laureate Education (Producer). (n.d.). Cognitive learning theories [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.). Spotlight on technology: Virtual field trips [Video file]. Retrieved from https://class.waldenu.edu

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD

Behaviorist Theory............

Behaviorism assumes that a learner is essentially passive, responding to environmental stimuli. The theory believes learner starts out with a clean slate, and behavior is shaped by positive and negative reinforcement. Under this theory educators provide students with immediate feedback, break down tasks into small steps, repeat the directions as needed, and give positive reinforcement. Students under this theory respond to reinforcement, ask questions for clarity and ask for feedback.  “Behaviorism directly links with “observable and measurable aspects of human behavior (Orey, 2001). 

“Reinforcing Effort and Providing Recognition” and "Assigning Homework and Providing Practice." relate to behaviorist learning theory in a variety of ways. The instructional strategy of reinforcing enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, & Kahn, 2012, p.57). Practicing a skill or concept enhances the ability to reach the expected level of proficiency.  Multiple exposures to materials help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbell, and Khun, 2012 p. 188).  This all aligns with the behaviorist learning theories. Providing recognition comes second nature to most teachers. Great job or Nice Work! Recognition can promote student engagement and decrease behavioral problems (Pitler, Hubbell, & Kahn, 2012). “Homework and practice also relate to the behaviorist theory and give students a chance to review and apply what they have learned” (Pitler et al., 2012, p. 167).

Actions are driven by a need to gain rewards or avoid punishments. In conclusion I think that the behavioral theory can be very useful in my own teaching, I can utilize it as reinforcement to encourage students to do their best work and to encourage improvement. I do feel less inclined to utilize punishment unless absolutely necessary. I will also utilize the aspect of clearly explaining my expectations and directions for all assignments.

References:

Laureate Education (Producer). (n.d.). Behaviorist learning theory[Video file]. Retrieved from https://class.waldenu.edu

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology
 with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD

Effective 21st-Century Educator's

This course has helped me to develop my own technology skills as a professional teacher by expanding my original definition of technology and how it is utilized in the classroom. Technology really does change the role of a teacher, many times people take the word technology for granted and assume that it is just a short cut for students not to have to learn formulas or cursive writing. They think it is a quick way to access an answer, utilize a calculator, or not have to write a paper. Technology offers a way to engage students in learning individually and collaboratively.

Teaching and learning go hand-in-hand, in order to be a successful teacher one must choose to grow and learn through a variety of means. Becoming an effective 21st-century educator and constantly evaluating the skills students need to compete in the global economy. In order to do so an educator must be a lifelong learner, one that is willing to learn from their peers, but also from their students. According to Richardson 2010 students need to be able to collaborate with peers, not just in the classroom, but also from around the world. Educators need to follow the same rule of thumb. Educators must also be aware of the rapidly changing technology and have the ability to choose between necessary and unnecessary technology.

In order to continue to expand my knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement, I must continue to foster peer relationships and be a creative thinker. Educators also need to develop a toolkit that allows our students to utilize online tools in a positive way. We first need to ensure students understand the need to make safe, educated choices when dealing with technology. It is our job to prepare our students for the ‘real world’ that exists. Students need to be comfortable with the idea of change and be willing to adapt to the changes around them. My long-term goal is to create and share a dynamic learning environment that can help to prepare students for the future. Our students need to be prepared for 21^st Century Skills including critical thinking, communication, technology, and collaboration that are needed for future success.

References:

Laureate Education (Producer). (n.d.). The changing role of the classroom teacher: Part 2 [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.b). Technology and Society [Video file]. Retrieved from https://class.waldenu.edu

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

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.