Learning From The Best

Having the ability to belong to a social network that includes other educators has been exceptional. In a matter of seven weeks, I have gained numerous new resources that I can now implement in my class. Many of the resources will enable my students to not only generate projects, but they enable them to publish their work to a global audience. The ability to have online resources is key to my classroom because they enable every student to have the same access and learning tools without family income or available resources being an issue.

Throughout the last few weeks, I created a place where I could list as well as put a short explanation in regards to each resource presented on my social network. Along with the explanation, I also listed possible lesson ideas or units for each resource. With this being said, all of the tools I listed are ways for me to meet the requirements of UDL and DI. The three principles of UDL ask for representation, expression, and engagement within the classroom. By utilizing the various sources on my network, I can easily fulfill these three criterion. For instance, many of the sources offer multiple ways for students to learn content. Some enable voice features, graphic organizers, and other forms of manipulatives. Take for example the following resources: http://www.wordle.net//, http://www.tikatok.com/, http://www.googlelittrips.org/, and/or www.wimba.com/products/wimba_voice. By utilizing these sources, I can give my students choices on how they choose to have their content represented; essentially I then “tailor instruction to fit the needs of each learner" (Bray, Brown, & Green, 2004, p. 55). Also, these sources enable students to select their own activities to obtain and present their knowledge. Students can choose from various avenues that fit their learning styles and how they choose to express their learning. They are tremendous tools for meeting students where they are, and not expecting too much or too less (Laureate, 2009b). Furthermore, technology in itself is engaging to students. It requires them to illustrate higher level cognitive skills as they search for information, apply the information, and generate a project that demonstrates their learning. In this sense, technology requires students to become independent learners because it “promotes a high degree of accountability for one’s own learning, concept-based problem solving, and collaborative learning" (Smith & Throne, 2007, p. 18). All of these resources help with DI because classrooms are filled with diversity. By utilizing the resources on my social network, I can offer instruction that fits the needs of all my learners by varying the content, process, and product.. Without a doubt, with technology I can personalize the learning experiences of my students.

I have already started the process of integrating technology into my classroom. To begin with, I have received funding from my school to buy licenses for my students to access specific online products. In this case, I was able to buy voicethread accounts for my students so that they can begin utilizing this tool immediately. After several meetings with the technology department, they are generating a school wiki and blog forum that teachers can access and set up accounts for their students because “Web pages/sites, blogs. podcasts. digital videos/stories, and wikis also are authentic ways for students to demonstrate and share their learning with others” (Salend, 2009, p. 52). So, at this point I have already accomplished a lot of my technological needs before the beginning of the school year. Through these tools, I feel that I can open a whole new world of reading and writing for my students; plus, technology enables class to be more engaging as well as prepare students for the global workplace (Laureate, 2009a). I plan on using many of the online tools for my students to showcase their learning through varying means. Not only that, but the act of utilizing these tools will further enhance the learning process in ways beyond the traditional classroom.

Without a doubt, I have gained valuable knowledge from fellow teachers and experts in the field of education. The resources, feedback, and expertise that I have received have enabled me to transform my classroom into a 21st century learning environment. I realize more than ever that it is not about me as a teacher, but about my students as learners. In other words, they need to drive the learning process, not me. I need to provide them with various opportunities to showcase their learning through the principles of UDL and DI with technology enhancing both these features.



References

Bray, M., Brown, A., Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA.: Corwin Press.

Laureate Education, Inc. (Executive Producer). (2009a). Knowing your students. Reaching and engaging all learners through technology. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009b).Introduction to Differentiated Instruction. Reaching and engaging all learners through technology. Baltimore: Author.

Salend, S. (2009). Technology-based classroom assessments. Teaching Exceptional Children, 41(6), 48–58.

Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms. Belmont, CA: International Society for Technology in Education. Retrieved from Education Research Complete database.

Reviewing the GAME Plan

After reviewing my GAME plan, I am excited about the progress I have made in so little time. It has proven very successful in terms of me meeting my technological goals. It has truly proven to direct my “learning process, specifically while learning about technology and how to integrate it into the curriculum” (Cennamo, Ross, & Ertmer, 2009, p. 3). Even though I have not entirely completed my plans because it requires working with my colleagues during the next school year, I have definitely achieved many of the goals needed to get to the finish line.

I have acquired the ability to not only create goals, but have a clear plan to achieve my goals. I was impressed on how the GAME plan is very clear and precise, and best of all, easy to follow. I always set goals, but sometimes they get lost in what appears to be more important. The GAME plan has accountability, and that is what makes me successful in meeting my goals. By setting goals and meeting them, I will be able to become a better teacher by evaluating myself more thoroughly (Laureate, 2009). Furthermore, I will be able to create meaningful learning experiences for my students.

From my GAME plan, I have been able to participate in several virtual workshops to increase my knowledge of teaching with technology. Through these workshops, I have been able to develop new ideas and lessons for my students. For instance, one software program that I have learned to use is SMART’s Classroom Suite. This program enables me to bring my students’ learning to a higher level. I can virtually group students, create virtual webquests that are group specific, monitor student learning, create learning experiences for specific students or groups, and so forth. This software has the potential to completely transform my classroom, and I am excited about beginning the school year.



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). (2009a). Program one. Promoting self-directed learning with technology. Integrating technology across the content areas. Baltimore: Author.

The Finish Line

The GAME plan process has truly opened my eyes to a new and improved method for setting goals, being accountable, and achieving those goals. The clear and precise steps are an easy method for students to follow, and best of all, even easier for a teacher to monitor. I want to incorporate the GAME plan in my classroom through varying means. To begin, I want to use it as a way for my students to grow and undertake new tasks in my classroom. For instance, I was thinking about using it at the very beginning of the year to introduce students to my classroom. I would ask them to list specific challenges they face in language arts. With these lists, I will have my students begin to create an individual GAME plan to tackle one of those challenges. Together, I can individually monitor their progress much like the blogging in this class. I will have my students go through the process and blog about their experiences; this will also allow me to leave comments as needed.

Furthermore, as students become familiar with this plan, I will give them a list of the technology standards and indicators and have them identify their needs once more. I will help develop assignments that incorporate varying technologies so that students can work towards fulfilling their GAME plans. The main goal is for my students to become self-directed. “As in any self-directed learning activity, you need to set goals for your own professional growth, take action, then monitor and evaluate your progress toward obtaining your goals” (Cennamo, Ross, & Ertmer, 2009, p. 11). All of this can easily be achieved by utilizing the GAME plan.

At the same time, I am very interested in how my colleagues plan to utilize the GAME plan in their classrooms. If any of you have ideas, I would love to hear about them. I will definitely be perusing all of your blogs to learn more.

Thanks,

Christina


Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason, OH: Cengage Learning.

GAME Plan Evaluation:

So far, the SMART conferences I have attended have truly opened my eyes to the possibilities of incorporating more technology into my every daily lessons. By creating a plan and moving towards my goals, I have already started developing new lessons. I have learned that even the smallest aspect of technology enriches my lessons tenfold. I am still working towards learning more of what my SMART products can achieve for both my students and me. I am still learning how to utilize all of the functions successfully.

At this point, I still want to maintain the same goals because I still need to work on being a leader for my faculty by staying informed of new products and implementing them in my classroom as a living example. With technology changing at such an astronomical rate, I need to continue to strive to keep up with the latest trends. I know that this is going to be an ongoing process, and so I have to make sure that it becomes a continuous goal. However, at the same time, “You should focus on how to use technology to engage 21st-century learners, rather than on the technology itself” (Cennamo, Ross, & Ertmer, 2009, p. 192).

I will continue to extend my learning by employing my newly acquired knowledge in my classroom and sharing it with my colleagues. I will also make an effort to maintain my professional development through web seminars and other conferences. However, it is not enough to just attend, I will continue to learn so that I can remain as a presenter for various SMART conferences.

The best way to improve my learning is through practice. I cannot be afraid to try new technologies within my classroom. I cannot get into a comfort zone or be satisfied with the status quo. I have to realize what benefits arise from my learning for my students. Technology is a way for me to peer into the minds of my students (Laureate, 2009a), and I need to continue to learn for their benefit, and I am excited about the possibilities.

 
References
 
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason, OH: Cengage Learning.
 
Laureate Education, Inc. (Executive Producer). (2009a). Spotlight on technology part I. Social networking and online collaboration. Baltimore: Author

Evaluating My GAME Plan

Once a GAME plan gets underway and the process for meeting initial goals is in place, it is important to begin evaluating current progress. My goals were centered on modeling digital-age work and learning as well as engaging in professional growth and leadership.

Firstly, by setting specific dates for staff development as well as sending my staff a survey, I feel that I am well on my way to meeting my first goal of modeling digital-age work and learning. I want to continue this goal by receiving more feedback in regards to the needs of my colleagues as the year progresses. I will try to achieve this by having them fill out a feedback form at the end of each session. I will take their comments and opinions into consideration when I plan our next session. Also, I believe that I am meeting my goal of engaging in professional growth by registering in various workshops throughout the summer. I am still working towards my leadership goal as I work to become a presenter for SMART technologies. I am currently fulfilling some criterion before I pursue this goal further.

After taking part in this process, I have learned many new instructional strategies. By going to various conferences thus far, I have already brought numerous new teaching approaches to my classroom. For instance, my knowledge of adapting technology to my lessons has vastly improved. I not only use my SMARTBoard on a daily basis, but my students are utilizing its potential as well. Without a doubt, “The increasing use of technology—not only in teaching and learning but in careers and professions—provides numerous opportunities to support higher-order thinking and creativity” (Cennamo, Ross, & Ertmer, 2009, p. 188). By becoming more tech savvy, my students are truly reaping the benefits.

With anything, I know that there is a lot I have left to learn. Technology is always changing and transforming, and I have realized that I need to have constant professional development. My fear is that I will not have as many opportunities to continue to grow in my knowledge of technology. With teaching, time is always a factor, and I am worried about not being able to allocate time for professional development as I need it. Furthermore, I live in a remote part of the country, so available resources is always a concern. I know that I can fulfill many of my needs through technology, but nothing compares to attending conferences and being able to personal meet with presenters as well as have other face-to-face interactions.

With this in mind, I have to make sure that I register for future conferences ahead of time. I cannot wait till the last minute, and I have to make a contentious effort to rearrange my schedule as needed. Also, that means that I need to continue to bring back any new information to my colleagues so that they reap the benefits as well. My success with my GAME plan is entirely up to me; therefore, I have to continue to make a concerted effort to grow as an educator.


Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason, OH: Cengage Learning.

Monitoring My Game Plan

As I continue forward, it is imperative that I continue to monitor the progress of my personal GAME plan. Self-assessment is key when it comes to altering and changing my plan. Too many times people continue forward with their goals even when obstacles clearly impede them from making further progress. In this case, I need to continuously reassess my plan to modify and adapt it as necessary.

At this point, I have been very fortunate in finding information and resources to help aid in my plan. My connections with SMART technologies have allowed me to have immediate assistance when needed. Furthermore, their website offers around the clock support and I can chat live with tech support immediately. Not only that, but they also have videos available that will demonstrate particular functions and operations of various SMART tools.

I have conducted many informal surveys with my colleagues to assess their technological needs, and these conversations have helped give me some clear guidance. It appears that my current action plan is on track and that I assumed correctly when I felt that many of my colleagues needed further support for integrating technology in their classrooms. It is important that all of us understand what our needs are and how we are going to fulfill those needs (Laureate, 2009).

So far, I have learned that there is a greater need for professional development in utilizing technology effectively. It appears that too many times educators are giving technology without proper guidance. Or, they receive massive training in two or three days, but receive zero follow-up. In this case, it is important that I continue my plan until the need no longer exists. I have to not only help my colleagues, but I must continue my professional development as well.

Some new questions that arise are “How will I teach teachers in varying disciplines to use technology appropriately?” I do not want teachers to use technology for meaningless reasons; you have to make sure that the technologies you use are “representative of those embedded in your content domain” (Cennamo, Ross, & Ertmer, 2009, p. 162). I also do not want other teachers to be deterred from utilizing my expertise because my discipline differs from theirs. Educators do not always realize that technology can be utilized in the same format through all content.

Thanks,


Christina


Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason, OH: Cengage Learning.

Laureate Education, Inc. (Executive Producer). (2009). Part 1. Promoting students needs with technology. Integrating technology across the content areas. Baltimore: Author.

The Continued GAME Plan

Once a GAME plan is put into motion, there are many other factors that need to be considered. In this case resources, information, and a self-check system need to be carefully examined in order for the plan to prove successful. After reviewing my plan, there are several factors that need to be addressed.

To begin, the intended learning strategy that I plan to use is “providing opportunities to practice skills with various levels of support and provide ongoing, relevant feedback” (Cennamo, Ross, & Ertmer, 2009, p. 123). In this case, I will need my colleagues from varying levels, K-12, to help assist me in presenting material that fits their needs. I will need to meet with them on a regular basis before I present material to them during our regularly scheduled professional development. Through these meetings, I can receive feedback regarding my presentation and what is essential for their development. At the same time, I will need to make sure I utilize the SMART directors to help me formulate meaningful demonstrations. I will need to employ their expertise and feedback to design work that proves beneficial to my audiences. After, I will need to modify my instruction accordingly, so that their needs are being met (Laureate, 2009).

To continue my GAME plan, I need to first understand what needs exist for my colleagues. In other words, I need to find out what technology skills they currently have, and what skills they want to acquire. Then I need to find out what technology is available to them, otherwise my information will prove useless. In the same sense, if I am going to be presenting at conferences, I also need to know my audience there as well. I want to make sure that the information I am providing proves beneficial.

At this point, I have cleared my plan with my superintendent so I can begin preparing myself for next year. At the same time, I have also signed up to attend the International Society for Technology in Education conference at the end of June. I also am in the midst of preparing my schedule for several SMART presentations this summer. I am well on my way, but still have a few hurdles yet.

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). Meeting students needs with technology part I. Integrating technology across the content areas. Baltimore: Author