Throughout the coursework in my current Walden University class, we have been developing a GAME plan. According to Dr. Katherine Cennamo, in order to be effective at achieving a desired learning goal, self-directed learners must first establish a GAME plan. A GAME plan consists of the following areas: G.oals, A.ctions, M.onitoring your actions, and finally E.valuating how effective your actions have been towards meeting your goals (Laureate Education, Inc., 2009). There are two areas that I have chosen to focus on for my GAME plan. The first area has to do with the area of communication. In order to effectively communicate with my students and their families, I have been working on constructing a class website. The second area of my GAME plan that I have been working on has to do with developing the leadership and technology skills of others. I am specifically working on a technology called the eBeam.
I am currently working on finding both the information and resources I will need to be successful with my initial GAME plan. For my class website, I currently downloaded my school district’s SWIFT website instructions for creating a class website. I am also utilizing a lot of the support from a fellow teaching colleague who is currently our building’s technology specialist. This teacher has already created her own website, so I have been turning to her website for examples of what types of information to add on my website.
For my second area of focus, I have continued to explore different options for effectively using the eBeam in an elementary classroom. I have had a few issues with proper connectivity and collaboration with the tool on my whiteboard. In order to remedy this situation, I turned to my building administrator for support. Within just a couple of days, he had a district contractor in my class to help construct a custom designed board that we placed above my whiteboard. This seemed to help level out the whiteboard and wall so the projection would have a level plane surface. I am still experiencing a few technical issues, but it has been working much more effectively within the last couple of weeks.
Overall, I do not see any reasons for modifying my initial GAME plan. Within each of the two areas of focus that I started working on, I have been able to make significant progress and am pleased with the changes this plan has already added to my teaching experience and classroom. The work that I have completed so far has provided me with further insight as to how teachers can working in today’s classrooms can effectively use technology to increase both students’ skills and engagement. The main concern that I have come across so far is whether or not the eBeam tool is a practical tool for my teaching style. I have found that there are several times when it is much more efficient use of our time to simply use a traditional method of marker/whiteboard. I have had the most success with switching in between using the eBeam and using a maker/whiteboard. With today’s students experiencing so much visual/audio stimulation through video games and internet tools, it is critical for my as an educator to provide an active and engaging learning atmosphere. According to Cennamo, Ross, and Ertmer (2009), this type of learning environment, “enables you to meet your curricular standards in ways that can engage and support your students’ interests, creativity, and motivations (p. 40). I believe through the right integration, the eBeam offers this type of learning experience for students.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: a standards based approach. Mason, OH: Cengage Learning.
Laureate Education, (2009). Integrating technology across the content areas. Baltimore, MD: Author
Sunday, November 29, 2009
Wednesday, November 18, 2009
Week 3: Carrying Out Your GAME Plan
For this week’s blog posting, I needed to share some of the resources and information that I will need to carry out my action plans as well as my intended learning strategy.
What resources will you need to carry out your plan (video, reading, experts or colleagues, etc)?
For the first indicator that I am working on, I plan to create a class website. In order to create my website, I will simply need to log into my school district’s website program called SWIFT. This website provides its users with several capabilities and options for both posting and sharing information with families/students.
For the second indicator that I will be focusing on, I will need to continue to familiarize myself with the eBeam technology in order to determine the best methods/activities for integrating the technology with.
What additional information do you need?
For my class website, I will need to determine what types of assignments and activities that will be most useful for both my parents and students to access.
For the eBeam tool, I will need to test out different activities with the students to see which lessons can either benefit or enhance from the incorporation of the eBeam.
What steps have you been able to take so far?
I have already started working on my class website. I am currently putting together a lay out that will be the most user-friendly and easily accessible for my students.
As far as the eBeam technology, I am planning on attending a second workshop to gain some additional ideas about how the tool can best be used in a classroom setting.
What resources will you need to carry out your plan (video, reading, experts or colleagues, etc)?
For the first indicator that I am working on, I plan to create a class website. In order to create my website, I will simply need to log into my school district’s website program called SWIFT. This website provides its users with several capabilities and options for both posting and sharing information with families/students.
For the second indicator that I will be focusing on, I will need to continue to familiarize myself with the eBeam technology in order to determine the best methods/activities for integrating the technology with.
What additional information do you need?
For my class website, I will need to determine what types of assignments and activities that will be most useful for both my parents and students to access.
For the eBeam tool, I will need to test out different activities with the students to see which lessons can either benefit or enhance from the incorporation of the eBeam.
What steps have you been able to take so far?
I have already started working on my class website. I am currently putting together a lay out that will be the most user-friendly and easily accessible for my students.
As far as the eBeam technology, I am planning on attending a second workshop to gain some additional ideas about how the tool can best be used in a classroom setting.
Thursday, November 12, 2009
Developing My Personal GAME Plan
For this week’s learning application in my Walden ITC program, we explored several of the different ways in which teachers in today’s classrooms can effectively integrate technology into the classroom. Our assignment is to begin developing a personal GAME plan of how to strengthen both our confidence and proficiency with the National Education Standards for Teachers (NETS-T). According to Dr. Katherine Cennamo, in order to be effective at achieving a desired learning goal, self-directed learners must first establish a GAME plan. A GAME plan consists of the following areas: G.oals, A.ctions, M.onitoring your actions, and finally E.valuating how effective your actions have been towards meeting your goals (Laureate Education, Inc., 2009). I have chosen two areas of the NETS-T that I would like to focus on throughout this school year.
The first NETS-T that I will focus on states, “Model Digital-Age Work and Learning”. The specific indicator that I will work towards is:
3c: Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
In order to meet this goal, I will use the following GAME plan:
Actions:
Create a class website that provides both students, parents and peers with updated information on what is happening each week in our classroom. Families will have the opportunity to email/respond to discussion questions using the site’s discussion board.
Monitor:
As I continue to update my class website, I will check the status of how often/how many users view the site each week. I will also check for discussion responses and emails from both students/parents and respond as necessary.
Evaluate:
I plan to meet with my building administrator in both the winter/spring to go over the integration and effectiveness of my class website. We will discuss both the strengths and areas of my website that may need revisions.
The second NETS-T that I will focus on states, “Engage in Professional Growth and Leadership”. The specific indicator that I will work towards is:
4b: Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
In order to meet this goal, I will use the following GAME plan:
Actions:
Volunteer as our building’s representative for integrating a new technology called the eBeam. This teaching resource works similarly to a SmartBoard by allowing users to interact with the computer desktop on their whiteboard. Our district is currently piloting the technology to decide whether or not to pursue ordering more eBeams for each classroom throughout the district.
Monitor:
As a building rep for this pilot program, I am committed to meeting regularly with the other members currently piloting the product. We will share both the pros/cons that we’ve have each experienced with the product and discuss whether or not the product is an effective tool for the classroom.
Evaluate:
At the end of the school year, our committee will reconvene and have a final discussion about whether or not the district should invest in the product. I will also share the technology with the rest of my staff through a brief training session about what the product is/how it works.
Kevin Richstad
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Belmont, CA: Wadsworth, Cengage Learning.
ISTE International Society for Technology in Education. (2008). NETS-T. Retrieved November 10, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas. Baltimore: Author.
The first NETS-T that I will focus on states, “Model Digital-Age Work and Learning”. The specific indicator that I will work towards is:
3c: Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
In order to meet this goal, I will use the following GAME plan:
Actions:
Create a class website that provides both students, parents and peers with updated information on what is happening each week in our classroom. Families will have the opportunity to email/respond to discussion questions using the site’s discussion board.
Monitor:
As I continue to update my class website, I will check the status of how often/how many users view the site each week. I will also check for discussion responses and emails from both students/parents and respond as necessary.
Evaluate:
I plan to meet with my building administrator in both the winter/spring to go over the integration and effectiveness of my class website. We will discuss both the strengths and areas of my website that may need revisions.
The second NETS-T that I will focus on states, “Engage in Professional Growth and Leadership”. The specific indicator that I will work towards is:
4b: Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
In order to meet this goal, I will use the following GAME plan:
Actions:
Volunteer as our building’s representative for integrating a new technology called the eBeam. This teaching resource works similarly to a SmartBoard by allowing users to interact with the computer desktop on their whiteboard. Our district is currently piloting the technology to decide whether or not to pursue ordering more eBeams for each classroom throughout the district.
Monitor:
As a building rep for this pilot program, I am committed to meeting regularly with the other members currently piloting the product. We will share both the pros/cons that we’ve have each experienced with the product and discuss whether or not the product is an effective tool for the classroom.
Evaluate:
At the end of the school year, our committee will reconvene and have a final discussion about whether or not the district should invest in the product. I will also share the technology with the rest of my staff through a brief training session about what the product is/how it works.
Kevin Richstad
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Belmont, CA: Wadsworth, Cengage Learning.
ISTE International Society for Technology in Education. (2008). NETS-T. Retrieved November 10, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas. Baltimore: Author.
Sunday, November 1, 2009
EDUC 6712 - Week 8 Reflection
Prior to beginning this course, I felt as though I had a pretty good understanding of how to effectively use today’s technology and internet resources to teach my students. After eight weeks of learning about many of the 21st century literacy skills, I realized there are specific teaching strategies that must be applied in order to successfully teach my students the skills they will need to really embrace the power of the internet. I think Maya Eagleton and Elizabeth Dobler explained it best when they stated, “…students need to be able to identify an information need, figure out which resources to use to address that need, evaluate the information they find, read and synthesize information from multiple sources, and perhaps even transform all those stray pieces of information into something original (Eagleton & Dobler, 2007, p. 1). Today’s students have the power to research and find any given topic with the simple click of a mouse. It is our jobs as educators to teach our students the most efficient and effective way to locate that information. On top of teaching our students how to search for information, it is just as important for today’s students to both question/evaluate the sources they are looking at. With the internet as an open source for anyone to post to, students must know the different aspects of a website that help to legitimize it and make it a reliable source of information.
As I worked through my inquiry-based project for this course, I began to analyze some of the teaching strategies I have used in the past and reflected upon some of the ways that I can improve my strategies to help promote the new literacy skills. I recently incorporated a new piece of technology into my classroom called an eBeam. This technology works similar to a SmartBoard in that it allows users to interact with the computer display on a standard whiteboard. Through the support of this class tool, I have started showing my students how to effectively search for a topic on the internet. We have had discussions about some of the different aspects of a website that help to prove whether or not it is a reliable or bogus site. I am hoping my students are able to take this skill and apply it to their own research projects.
One area that I would like to continue to develop and work on is effectively implementing inquiry-based projects. Prior to this course, I had minimal experience with using this type of teaching/assessment method. I would like to provide my students with more opportunities to use their questioning skills to help them search out the information they are seeking. I also would like to continue to broaden the types of technology projects my students can choose from. One project that I have not tried out with a class is incorporating podcasts. In order to teach this skill, I would first need to demonstrate to my students how to both create and post a podcast. The next step would be to make sure my school can provide some sort of recording tool such as a microphone/headset. With technology continuing to advance and change, it will be critical for me to stay current in my teaching strategies. As Dr. Douglas Hartman explained, “Our past was rooted in book culture. The future will be rooted in online and digital media” (Laureate Education, Inc, 2009). As I continue to try out new projects with my students, I plan to make sure they are exposed to each of the different literacy skills explored throughout this course.
Kevin Richstad
Reflection:
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Laureate Education, Inc. (Executive Producer). (2009). Developing Students’ Digital Literacy. Baltimore: Author.
Sunday, June 28, 2009
Bridging Learning Theory, Instruction, and Technology - Final Reflection
Modifications to My Personal Learning Theory:
As I reflect back upon the learning and readings we completed throughout this course, it was interesting to look back at my original “Personal Theory of Learning”. Prior to beginning this course, I only had a basic understanding of many of the different learning theories of how people learn. As Dr. Michael Orey explained, there are several different learning theories that educators utilize. Each of the different learning theories we explored in this class provided me with a stronger foundation for how to best teach my students. Another modification that I would make to my “Personal Theory of Learning” is how to use technology as both a teaching and learning resource. Before I began this course, I had misconceptions about using technology as a teaching tool and using technology as a learning tool. I now understand that displaying a PowerPoint slide is more of a teaching tool where as having students communicate through a class blog is can be a learning tool.
Immediate Adjustments to my Teaching Style:
There are several aspects of this course that I am eager to implement. As I begin my summer vacation, I have started to think about ways that I can adjust my teaching style and incorporate many of the resources we have looked at in this class. One of the first changes I plan to make is to my class website. Throughout the past 3 years, I have used a class website to keep my families and students informed. In this course, we have been posting and responding to each other’s blogs. I would like to incorporate this tool into my own classroom. A class blog will provide my students with an opportunity to collaborate outside of the classroom. My current class webpage only allows students to email me with questions or comments. A class blog would provide parents and students with a way to post messages for by myself and other students to respond to. The teacher would no longer be the only resource for answering questions.
Another resource I am planning to use is VoiceThread. VoiceThread is a web-based tool that allows users to post pictures, video clips and feedback. Similar to PowerPoint, VoiceThread can be used for students and teachers to make presentations. The major difference is that other users can log in and leave feedback on the VoiceThread and can also browse through other VoiceThreads. This tool will definitely have a strong impact on my students because it is very interactive and engaging. Similar to the class blog, VoiceThread provides students with another way to collaborate and learn from each other.
Long Term Goals:
One of the tools that I really enjoyed learning about in this course was the Virtual Field Trips. I have started to think about how I can incorporate this tool, but am exploring some of the features. I’m hoping to start using this tool throughout each of the weekly stories my students read. Instead of simply reading about the global warming effects occurring in the Arctic, I now of the ability to take my students on a “Virtual Field Trip” to actually show them. This is a much more powerful tool that will help to construct stronger connections for my students. Another tool that I plan to use is concept mapping. I recently installed Inspiration on my computer and have started to explore some of the features. This tool is a great resource for students to use when completing a research project. They can organize their thoughts in a concept map, and then convert the map into an outline that could be used for a research paper.
Overall, it is exciting to think about many of the tools available to teachers and students these days. Classrooms no longer have to end when the bell rings. Tools such as class blogs and wikis allow students to communicate over the internet and stay connected. Images and video clips that can enhance the content are just a mouse click away. These types of teaching/learning resources help to make learning very powerful and permanent.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging Perspectives on Learning, Teaching, and Technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using Technology With Classroom Instruction That Works. Alexadria, VA: ASCD.
As I reflect back upon the learning and readings we completed throughout this course, it was interesting to look back at my original “Personal Theory of Learning”. Prior to beginning this course, I only had a basic understanding of many of the different learning theories of how people learn. As Dr. Michael Orey explained, there are several different learning theories that educators utilize. Each of the different learning theories we explored in this class provided me with a stronger foundation for how to best teach my students. Another modification that I would make to my “Personal Theory of Learning” is how to use technology as both a teaching and learning resource. Before I began this course, I had misconceptions about using technology as a teaching tool and using technology as a learning tool. I now understand that displaying a PowerPoint slide is more of a teaching tool where as having students communicate through a class blog is can be a learning tool.
Immediate Adjustments to my Teaching Style:
There are several aspects of this course that I am eager to implement. As I begin my summer vacation, I have started to think about ways that I can adjust my teaching style and incorporate many of the resources we have looked at in this class. One of the first changes I plan to make is to my class website. Throughout the past 3 years, I have used a class website to keep my families and students informed. In this course, we have been posting and responding to each other’s blogs. I would like to incorporate this tool into my own classroom. A class blog will provide my students with an opportunity to collaborate outside of the classroom. My current class webpage only allows students to email me with questions or comments. A class blog would provide parents and students with a way to post messages for by myself and other students to respond to. The teacher would no longer be the only resource for answering questions.
Another resource I am planning to use is VoiceThread. VoiceThread is a web-based tool that allows users to post pictures, video clips and feedback. Similar to PowerPoint, VoiceThread can be used for students and teachers to make presentations. The major difference is that other users can log in and leave feedback on the VoiceThread and can also browse through other VoiceThreads. This tool will definitely have a strong impact on my students because it is very interactive and engaging. Similar to the class blog, VoiceThread provides students with another way to collaborate and learn from each other.
Long Term Goals:
One of the tools that I really enjoyed learning about in this course was the Virtual Field Trips. I have started to think about how I can incorporate this tool, but am exploring some of the features. I’m hoping to start using this tool throughout each of the weekly stories my students read. Instead of simply reading about the global warming effects occurring in the Arctic, I now of the ability to take my students on a “Virtual Field Trip” to actually show them. This is a much more powerful tool that will help to construct stronger connections for my students. Another tool that I plan to use is concept mapping. I recently installed Inspiration on my computer and have started to explore some of the features. This tool is a great resource for students to use when completing a research project. They can organize their thoughts in a concept map, and then convert the map into an outline that could be used for a research paper.
Overall, it is exciting to think about many of the tools available to teachers and students these days. Classrooms no longer have to end when the bell rings. Tools such as class blogs and wikis allow students to communicate over the internet and stay connected. Images and video clips that can enhance the content are just a mouse click away. These types of teaching/learning resources help to make learning very powerful and permanent.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging Perspectives on Learning, Teaching, and Technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using Technology With Classroom Instruction That Works. Alexadria, VA: ASCD.
Sunday, June 7, 2009
My First VoiceThread
For this week's learning application, we explored an online tool called VoiceThread. This tool allows users to post pictures, video clips, audio clips or text based comments. After navigating through some of the different features on this site, I created my own VoiceThread. In my classroom, we are currently studying about the explorers and fur traders that came to the New World. I chose to create a VoiceThread that provided my students with an opportunity to hold a debate over whether or not it was okay for the explorers to claim the land that was already occupied by the Native Americans.
Here is a link to my VoiceThread:
http://voicethread.com/share/530859/
I have posted a several pictures along with a few comments to get the discussion going.
Kevin
Here is a link to my VoiceThread:
http://voicethread.com/share/530859/
I have posted a several pictures along with a few comments to get the discussion going.
Kevin
Wednesday, June 3, 2009
Connectivism and Social Learning in Practice
Throughout this week’s learning resources, we have been exploring many of the different aspects of social learning theories. We looked at several tools and resources that educators can use to help their students utilize cooperative learning that will help to create strong connections and construct deeper meaning. While I am a strong advocate of the social learning approach to instruction, it has been challenging for me to actually implement this approach with my students. I had always been taught in a way that the teacher was the leader with all of the knowledge and answers, while the students were simply the followers expected to absorb and retain the lecture based instruction.
In today’s society, that is no longer the norm. Teachers have learned to take more of a back seat allowing their students to guide the instruction. Instead of serving as only a leader, teachers are beginning to take the role of a facilitator that provides support to his/her students. This matches up very appropriately with the cooperative learning we are studying about in this week’s learning resources. There are several online resources available for teachers to use with their students in order to support the social learning approach to instruction. One tool that I was introduced to was VoiceThread. This is essentially an online photo album that allows users to post pictures, video, text and even commentary. I definitely see the advantage of using this tool to help my students collaborate with each other. Another tool that several students and teachers are using is Facebook. This social networking site helps individuals not only stay connected, but it also opens the door to other people with similar interests or hobbies. A powerful advantage of using these types of online collaboration tools is that the social learning does not have to stop within the barriers of your class or school. Students have the ability to discuss and learn from students in a completely different country. This type of social learning provides students with real-life scenarios and experiences that will not only provide stronger learning experiences, but will also create deeper meanings.
References
Laureate Education, Inc. (Producer). (2008). Program Eight. Social Learning Theories. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Program Ten. Spotlight on Technology: Voice Thread. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
In today’s society, that is no longer the norm. Teachers have learned to take more of a back seat allowing their students to guide the instruction. Instead of serving as only a leader, teachers are beginning to take the role of a facilitator that provides support to his/her students. This matches up very appropriately with the cooperative learning we are studying about in this week’s learning resources. There are several online resources available for teachers to use with their students in order to support the social learning approach to instruction. One tool that I was introduced to was VoiceThread. This is essentially an online photo album that allows users to post pictures, video, text and even commentary. I definitely see the advantage of using this tool to help my students collaborate with each other. Another tool that several students and teachers are using is Facebook. This social networking site helps individuals not only stay connected, but it also opens the door to other people with similar interests or hobbies. A powerful advantage of using these types of online collaboration tools is that the social learning does not have to stop within the barriers of your class or school. Students have the ability to discuss and learn from students in a completely different country. This type of social learning provides students with real-life scenarios and experiences that will not only provide stronger learning experiences, but will also create deeper meanings.
References
Laureate Education, Inc. (Producer). (2008). Program Eight. Social Learning Theories. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Program Ten. Spotlight on Technology: Voice Thread. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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