Reflecting on GAME Plan

As I reflect and evaluate my GAME plans, I have found so many resources and learned so much about myself as teacher of technology tools.

As a reminder, my GAME Plans focused on two standards:

Standard 4a: 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(International Society for Technology in Education, 2008).

Standard 2b: Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress (International Society for Technology in Education, 2008).

In regards to new learning to both standards,  I have found tons of websites that will help me to teach my students about web safety and goal setting tools. I have even found a few websites that focus on elementary goals of web safety. This will have a big impact on my instructional practices this school year. I plan to focus on using technology tools responsibly from the beginning and introducing these concepts when we are exploring resources as a class. With goal setting, this is a practice that I am very excited to help my students implement this school year. I plan to help my students track their learning and set goals using a data notebook. I found a great kindergarten-friendly resource here : http://rd-busybees.blogspot.com/2013/06/data-binder-celebration.html

My colleagues has also open my eyes to new resources and they, too, will be a value resource to me in the upcoming year. They have led me to great websites that I can modify for my students. They have also volunteered their time and energy to help me develop technology-integrated lessons for my students next school year. I look forward to how this relationship will impact my own teaching practices.

 

As I reflect on my learning from this course and this program, I have gain so much insight into what resources are available that I can integrate into my classroom.  The biggest adjustment that I need to make is moving away from traditional methods and using more digital tools to drive instruction and increase student engagement. I see the benefits of using these tools. I use the same ones all the time. Next school year, I want to provide my students with more opportunities to network, collaborate, and learn using digital tools. I believe that this course has provided with tools and strategies to make this happen.

 

 

Reference

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

Monitoring My GAME Plan

As I move on through the next phase of my GAME plan, I have found various resources that will help me with the standards I have choose to focus on for improvement.

As a reminder, my GAME Plans focus on two standards:
Standard 4a: 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(International Society for Technology in Education, 2008).

Standard 2b: Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress (International Society for Technology in Education, 2008).

As I move forward in implementing my plan, I have begun bookmarking websites and information. I have a found some information that I need but still need to find resources that specifically address the needs of early elementary students, specifically kindergarteners.

In implementing my GAME plan for Standard 4a, I have found tons of resources that suggest what students should know about the web and web safety.  My classmate, Jenny suggested three websites that discussed web safety. I have begun exploring these websites listed below.

http://matltforsusan.blogspot.com/p/blog-page_5853.html

http://blogs.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/

http://www.doe.virginia.gov/support/safety_crisis_management/internet_safety/guidelines_resources.pdf

 As I monitor my progress, I now know I will have probably not find tips and strategies for early elementary students. My questions that I have for myself and others is does this type of resources exist or will I have to modify the resources for my needs?

In monitoring my progress for my GAME plan for Standard 2b, I have located tons of  internet resources about ways to use the technology that I have available in my classroom.  Both Ericka and Jeanine suggested great websites that I should use. I have bookmarked those and plan on developing lessons that will go along with those websites. As I move forward with this plan, I am looking for websites that address assessment. The question that I have is what technology resources can I find that will assess my students in a more interactive way?

This week, I was able to contact and meet with my techonology coordinator and computer teacher before school was out for the summer. The computer teacher gave me a handout that he got a workshop about technology integration and cyber safety. The technology coordinator gave me a list of her favorite websites and resources that she likes to use in the classroom. I am beginning to explore the information that I obtained from them. I look forward to figure out how I can use some of this information and resources in my own classes. Both colleagues were willing to work with me this upcoming school year as I move forward in my growth and plan for my students.

 

Reference

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

Carrying Out My GAME Plan

My GAME Plans focus on two standards:

Standard 4a: 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(International Society for Technology in Education, 2008).

Standard 2b: Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress (International Society for Technology in Education, 2008).

 

As I move forward in carrying out my plan, I must evaluate and assess what resources, information and steps that I need to take.

In reviewing my GAME plan for Standard 4a, I believe that the resources that I will need to gather is articles and books about how to effective teach primary students about safe and legal practices. I would also need to contact my school’s computer teacher and set up a meeting to discuss possible support. Also, I plan to also contact my school’s technology coordinator and ask for support and resources.

For this standard, I have started to begin researching through the school’s and my local library for articles and other texts about technology practices for students. This week, I plan to also contact colleagues to set up a meeting time before school is out next week.

 

In reviewing my GAME plan for Standard 2b, I believe that the resources that I will need information about effective practices for developing technology lessons and assessment. I, also, plan to contact my technology coordinator for suggestions of websites of technology lessons and assessment.

As I move forward with this plan for this standard, I have begun searching the internet for resources that I can use in my classroom.  Last week, Ericka and Jeanine made suggestions of websites that I should visit. I have bookmarked their suggestions so that I can review them. Also, I have sent an email to the technology coordinator for suggestions and resources that will support my growth.

 

 

Reference

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

 

Developing a GAME Plan

Reviewing the NETS-T, I realize that I would like to  strengthen my confidence in two standards: 4a and 2b (International Society for Technology in Education, 2008). To help me formulate a plan I used the GAME method.

Standard 4a: 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(International Society for Technology in Education, 2008).

GAME PLAN for Standard 4a

Set Goal-  Teach  students about safe, legal, and ethical use of digital information and technology in a way kindergarten students can understand.

Take Action- Observe computer teacher at school during specials time. Ask for suggestions and support from computer teacher. Talk with school’s technology contact and develop a plan or lessons that I can use. 

Monitor- Reflect on the computer teacher’s strategies and ideas. Reflect on the suggestions made by technology contact.

Evaluate and Extend- Make notes of things that worked well and things that I may need to change.  Develop a plan of action for own class. Share findings with grade level.

 

Standard 2b: Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress (International Society for Technology in Education, 2008).

 GAME Plan for Standard 2b

Set Goal- Learn more about how to develop individualized self-directed activities and assessments.

Take Action- Use the internet  and library to research about how to effectively  create such activities and assessments. If possible, visit primary classrooms that are effectively individualizing lessons using technology.

Monitor- Reflect on research and define how this would look in my classroom. In the classroom visits, reflect on the management of students, how technology is being used, how students are working, and the teacher’s role.

Evaluate and Extend- Make notes of things that worked well and things that I may need to change.  Develop a plan of action for own class. Share findings with grade level.

 

Reference

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

EDUC 6713

Hello All,


This is my LAST class with Walden University. I am working towards my  graduate certificate in Integrating Technology.

I have learned so much about technology integreation thus far.

I look forward to working with everyone.


Trinecia

Final Reflection

As a teacher, one must understand learning theories and styles for the benefit of their own students. Lever-Duffy and McDonald (2008) affirms that understanding different learning theories and how it relates to one’s personal views will help teachers “design instruction that is consistent with [their] own view of the teaching-learning process and its principles” (p. 11).  Looking back and reflecting on this course, I have deepened my understanding of how important educational technologies are to students of today and how these tools relate to learning theories and instructional strategies.

               Through this course, my ideas of learning have not changed but have strengthened and reaffirmed my beliefs of how students learn and how to use technology to support this learning.  In week 1, I wrote my beliefs are closely aligned with the constructivist perspective. I believe that students must do, make, or construct in order to grasp and retain knowledge and ideas. I believe that students learn best by doing and experiencing activities and situations that allows them to develop knowledge by a guided or facilitated approach. Like Robert Gagne, I believe that learning is a mental process and “is a result of an individual’s cognitive efforts to construct his or her personal knowledge” (p. 18).  In reflecting, I beliefs are affirmed through the understanding of the importance of constructionism theory and the ideas of students constructing their own knowledge and sharing artifacts of the learning (Laureate Education, Inc., 2011c).  Also, this course strengthened my beliefs of students learning through others. According to Dr. Orey, students learn best from sharing ideas with others (Laureate Education, Inc., 2011c). Allowing students to work collaboratively through cooperative groups is directly aligned to the ideas of social constructionism (Laureate Education, Inc., 2011a)

               As a result to my learning in this course, I have two immediate adjustments to my instructional practice.  First, I plan to use more images during introduction of concepts and presentations through PowerPoint.  Images are a powerful tool to help students remember key information, which directly aligns with the cognitive learning theory (Laureate Education, Inc., 2011b).   Secondly, I want to use more collaboration and cooperative learning to allow students to share ideas and learn concepts. I plan on using tools such as VoiceThread or something similar to allow students to share ideas and comment on others work.  Through this course, my repertoire of instructional skills has expanded to include more collaboration tools such as Web quests, Google Docs, SpiderScribe, and VoiceThread.

As I move forward in incorporating technology tools into my instructional practices, I have two long term goals. As a kindergarten teacher, I want to help my students understand the power of technology and how it can be used for communicating and sharing ideas.  In order to accomplish this, I want to increase the amount of computer instruction and use in my classroom. I plan to check out the school’s laptop cart and create min-lessons on identify parts, keyboard features.  My second goal is to eventually allow students to create projects and share learning using Microsoft Word and PowerPoint and online collaboration tools. I, also, want them to learn to work together on using this tool to research and find information on the Internet.   My plan for implementation of these goals is to start now in this school year.  I have started allowing my students to explore key features of the computer and typing a simple sentence using Microsoft Word. As I move forward next school year, I want to start sooner so that my students have more opportunities to share ideas. I, also, plan to work closely with one of my colleagues who have a degree in technology instruction. She always has great ideas on how I can use technology tools to help students learn and do.

References

Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video

            webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011c). Program seven: Constructionist and constructivist

            learning theories [Video webcast]. Bridging learning theory, instruction and technology.

            Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Connectivism and Social Learning in Practice

Cooperative Learning is social learning at its best. Cooperative learning allows students to work together, share ideas, construct knowledge, and learn from others.  Social learning is allowing students to be actively engaged in constructing knowledge while having conversations with others ( Laureate Education, Inc. , 2011).  Through social learning, learners are allowed to interact with others and learn from peers or other adults. Dr. Orey reminded us that with social learning context and culture are critical in helping students to construct and understand knowledge about the world around us (Laureate Education, Inc., 2011).

We are living in a world that is ever changing through the use of technology and social networking. Pitler, Hubbell, Kuhn, and Malenoski (2007) affirmed “to be prepared for the fast-paced, virtual workplace that they will inherit, today’s students need to be able to learn and produce cooperatively” (p. 139). As teachers, we must use technology tools and social networking to help our students learn about the world around us. Using social networking tools, multimedia, and communication programs allow us to provide students with opportunities to learn collaboratively together. Pitler, et. al. (2007) stated “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 they are not working face to face” (p. 140).

I believe that we must help our students use these networking tools such key pal websites that will allow our students to communicate and share ideas with others around us is a great example of social learning in today’s classroom. As we move forward, we must remember that the world is changing daily and must prepare our students to work and live in a world that is more connected than ever before. We must give our students opportunities to construct and share knowledge through online resources, social networking, and communicating and sharing ideas with others not just the teacher.

 

References:

Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Voice Thread

I have created my first voice thread related to a problem-based journal prompt for my students.  I look forward to hearing and reading the comments from my group.

Using this technology was really simple. I am already thinking of many ways I can use this with my students.

Here is the link: http://voicethread.com/share/4087903/

Constructivism in Practice

This week’s resources focused on constructivism and constructionism and how teachers can use these ideas and theories in the classroom. Constructivism is a theory of knowledge that each person actively constructs his/her own meaning and constructionism is a theory of learning that people learn best when they build an external artifact that can be shared (Laureate Education, Inc., 2011).

This week’s resources reminded and reaffirmed to me that learning must be engaging and allow to be actively involved in the learning process. In thinking about constructionism in the classroom, I believe that the best way to use these approaches is by truly having a student focused class where the student in directing and leading the learning process and the teacher is guiding or facilitating the learning.

Technology can be used to help student learn and construct their own knowledge. Pitler, Hubbell, Kuhn, and Malenoski (2007) states that using spreadsheet software, data collection tools, and Web resources is a good way to use technology to help students generate and test hypotheses.  I believe that these tools are great ways for students to gather information, assimilate and accommodate knowledge and develop artifacts of learning.

As a kindergarten teacher, I believe that the above described tools are for students in grades fifth and beyond. I believe that my students can start small with online programs such as Explore Learning, which allows students to develop and test hypothesis using interactive software known as gizmos. As a class, we have used these gizmos to explore many math and science concepts such as comparing sets, additions, and plants and their needs.

I believe that my students could also use simple technology programs such as Microsoft Publisher or PowerPoint, to create artifacts of their learning.  These programs would allow my students to write simple sentences about concepts or ideas learned in class and add clipart to their work.

What other ways can I use technology to use the

 ideas of constructivism?

 

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitivism in Practice

I believe that the instructional strategies that were described in this week align with the principles and ideas of cognitive learning theory.  Cognitivist ideas are based on the idea that learning is a process in which “information enters through the senses, undergoes mental manipulation, is stored, and is finally used” (Lever-Duffy, & McDonald, 2008, p. 16). The instructional strategies that are described help students to organize, synthesis, and apply their learning. Pitler, Hubbell, Kuhn, and Malenoski  (2007) stated that advance organizers, concept mapping, note-taking and summarizing tools help students to organize and make sense of presented information.  In the video, Dr. Michael Orey mentioned that these theories  focus on learning that allow students to make connections through presented information (Laureate Education, Inc., 2011).  Virtual field trip websites and Google Earth are examples of websites that help students to make connections about information they are learning.

In my own classroom, I use many of these strategies to teach for understanding. I use Lino and more often, Primary Wall as advance organizers in science and social studies concepts. With these online resources, teachers and students can use online sticky notes to collaborate and share ideas, pictures, or links about a specific topic. As a class, we use these sticky notes to group similar ideas and concepts and organize or thoughts about a particular concept.  Pitler, Hubbell, Kuhn, and Malenoski  (2007) affirmed advance organizers are structures that teachers provide to students before a learning activity to help them classify and make sense of the content they’ll encounter” (p. 73).

Also, I used Google Earth to teach my students about map skills, their community and neighborhood and other social studies standards that relate to understanding themselves (i.e. learning their state, county, capital city, and address). This tool is powerful with helping my students see themselves as part of a bigger world around them. Since using these tools for the past two years, my students are able to remember more about these critical social studies concepts.

 What are some instructional strategies or technology tools that you use in your own classroom that align with cognitivism?

 

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

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., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

In today’s classroom, behaviorism is everywhere.

In my own classroom, I use a color clip chart to manage behaviors, online and software programs to practice math and reading skills taught, I explicitly teach reading and phonics skills. All these are examples of behaviorism in the classroom. I believe many of you can concor that you use similar methods or procedures in your classroom.

Pitler, Hubbell, Kuhn, and Malenoski’s (2007) chapters on reinforcing effort and homework and practice discusses many technology tools that teachers can use and integrate technology in the classroom. In Chapter 8, Reinforcing Effort, the authors suggests using technology to help students monitor and become aware of their own effort or self-efficacy (p. 156). This instructional strategy is directly align to the beliefs of behaviorist. This strategy allow students to become aware of their own behaviors and how it impacts grades or achievement. This is directly aligned to behaviorist beliefs of response to external stimuli.  Lever-Duffy and McDonald (2008) affirms “behaviorists….view all behavior as a response to external stimuli” (p. 15).

My question to my readers is how can I use technology with my kindergarteners to help them become aware of  effort or is this idea too young for them?

In Chapter 10 of Using technology with Instruction that Works, the authors discusses how technology can be used in homework and practice. In regards to technology and behaviorism, I believe that the technology software and online resources that allows for explicit practice of key skills and content taught helps students to practice skills and work with others to learn needed foundational skills. However, this type of programmed online instructional programs such not be the source and only technology integration used in the classroom. I believe that teachers must find a balance between allowing students to practice needed skills and learning through collaborative experiences that uses technology tools for research, exploration, and learning. “Technology facilitates…practice by providing a wealth of resources for learning…making easy for students to work on collaborative …assignments and providing ‘drill and practice’ resources that help students refine their skills” (Pitler, Hubbell, Kuhn, & Malenoski, p. 189, 2007). 

Some Behaviorism-based programs that I currently use are listed below. What are some others that you use in your own school or classroom?
ABC Mouse
ABCya

Renaissance Learning Products (Accelerated Reader, Star Reading, Star Math)  

Fun Brain

 

I believe as we prepare students for tomorrow, we will continue to use behaviorism in the classroom to help with operant conditioning of students in regards to classroom and behavior management and using programmed instruction that includes online and software programs.

 

 

References

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

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

 

Happy New Year

Happy New Year!!!

This year brings with it new beginnings and a new start. I am excited about what this year is going to bring in all aspects to my life. 

My focus this year is to incorporate more technology activities into my lessons. Through my pursuit of my graduate certificate in integrating technology, I believe this goal is in reach.

My students are working on being more independent and becoming stronger readers. My students are striving to become ready for first grade.