Game Plan Progress

Game Plan Progress

This week introduced the use of Problem Based Learning as an instructional tool. This tool promotes higher thinking order as it engages students in authentic learning by challenging them to solve real problems as they learn content (Laureate Educational Inc., 2009).

This is yet another tool that will improve my integration of technology into content learning in the classroom in line with the goal of lifelong learning, I self-directed the use of skills in designing Problem Based Learning. One technological resource that is promising in this respect is the Web Quest (Cennamo, Ross & Ertmer, 2009) which I took time to explore.

Strategies to make the use of problem based learning successful include engaging students in reflective thinking, modeling the learning process, giving feedback, and guiding effective collaboration (Ertmer & Simons, 2006). I will continue to learn more of the technological tools that are available so that I will be able to give students choice in the use of technology and instructional process to learn content. This will help in addressing learner’s diversity (Cennamo, Ross & Ertmer, 2009).

I am confident that with more ongoing exploration, I am going to be more confident and comfortable with helping and meaningful instructional activities using technology (King-Sears, 2007).

H. S. Science

Florence

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Chapter 5, “Customizing Student Learning Activities” & Chapter 6, “Assessment and Evaluation” (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.

King-Sears, M., & Evmenova, A. S. (2007, Sep/Oct). Premises, principles, and processes for integrating TECHnology into instruction. Teaching Exceptional Children, 40(1), 6–14.

Laureate Education, Inc. (Executive Producer). (2009). Spotlight on Technology: Problem-Based Learning, Part 1. Baltimore: Author.

Monitoring Game Plan

Monitoring Game Plan

The action plan to meet my game plan includes lifelong learning, self-directed learning of technology tools and incorporation of learning through those into my lesson.

Lifelong learning goal is met in continuing my course in the Walden. I used self-directed learning myself in learning the use of Google Docs this week (Rochelle, 2010). This is a tool that allows creation and sharing of work online as well as edit, upload and import existing documents, spreadsheets and presentations. It is a free online tool I have heard about but did not get to use. I also had the opportunity in my last week’s application assignment to practice the design of a lesson following the universal design for learning format and incorporating technology tools and software (Cennamo, Ross & Ertmer, 2009). The assignment I created was a formative assessment that requires the student to demonstrate different skills to set the goal and interact with content. Several technology skills will be used in the learning which provides students opportunity to demonstrate knowledge I also learned the importance of assessment to set goals, collect data that can be used to inform instruction, to monitor student progress.

One thing that I have found missing in my game plan but necessary is the creation of a web page that parents can also visit to get information on students’ progress and hopefully have them be supportive of student learning (Cennamo, Ross & Ertmer, 2009).

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Chapter 5, “Customizing Student Learning Activities” & Chapter 6, “Assessment and Evaluation” (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Rochelle, J. (2010, April 12). A New Google docs. Retrieved from http://googledocs.blogspot.com/2010/04/new-google-docs.html

Action Plan

ACTION PLAN

My goal of strengthen confidence and proficiency in enriching content area learning experience is to engage in professional growth and leadership and use the gains in this to facilitate and inspire student’s learning and creativity. The plan of action that I will follow includes continuing lifelong learning, self-directed learning of technology tools, participation in workshop and seminars, collaborating with other teachers and online learning communities (Laureate Educational Inc. 2009). Each new tool and skill acquired will be integrated into classroom based on its alignment with curriculum standard, meeting instructional need of students, aiding student blend with peers and is cost efficient as well as coast effective (King-Sears & Evmenova, 2007). Another action that I will take is to start modeling appropriate use of technology with my students by communicating and passing information as well as reminders using technology tools like the blog. I will monitor the progress of my plan by comparing data of student performance in the past with what obtains now that I am using technology. This data will be used to inform changes in instruction (Cennamo, Ross & Ertmer, 2009). Informal assessment of the level of engagement of students in class and improvement in problem solving skill of students will be used to inform decision on improvement of instructional process.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Chapter 5, “Customizing Student Learning Activities”

Laureate Education, Inc. (Producer). (2009). Promoting Creative Thinking With Technology. [Motion picture]. Introduction to Educational Research; Baltimore:

King-Sears, M., & Evmenova, A. S. (2007, Sep/Oct). Premises, principles, and processes for integrating TECHnology into instruction. Teaching Exceptional Children, 40(1), 6–14.

Enriching Content Area Learning Experiences "The GAME PLAN"

Enriching Content Area Learning Experiences

There is so much talk about falling standard of education and high school dropout rate. Things have to be done differently to make a change in this unhealthy situation in schools. Technology offers a very potent means of increasing efficiency in the classroom (King-Sears & Evmenova, 2007). Technology engages student in active learning, offers lot of resources in different mode of presentations to meet student learning stylesand diversity (Laureate Educational Inc., 2009). It also helps student to become an autonomous learner as he takes more responsibility in his own learning. However teachers that were not educated in the technological times will find it difficult if not impossible to help students learn using technology despite the opportunity it holds for enduring learning in class. The National Educational Technology Standards (NETS-T) has outlined some performance indicators for teachers (NEST, 2008). Two of the performance indicators from NETS that I will like to strengthen my confidence and proficiency in is to engage in professional growth and leadership and use the gains in this to facilitate and inspire student learning and creativity (NEST, 2008).

In other to satisfy these performance indicators, I will need to have the knowledge of technical skills and how to help the student use technology to learn content (Laureate Educational Inc., 2009). The GAME PLAN (Cennamo, Ross & Etner, 2009) will provide a frame work of setting my technology goals, plan of action to achieve the goals, a plan of monitoring and a means of evaluating the progress and efficiency of the plan thereby improve my technology skills and its use in helping my students to be an authentic learner by being self directed and creative. My goal as stated earlier will be to improve my knowledge and use of technology to help my students learn more efficiently. Several actions that I will take include changing my belief that technology is difficult to use and a waste time. Instead, I have learned in this class that technology has expanded the tools and resources that can be use to expand students learning and I need to be confident that failing in the use of one technology tools should not be a discouragement. To strengthen my confidence, I am going collaborative with teachers in my district who teach same subject with me. Already, we share teaching strategies I am going to be more willing to ask questions and support others. I am also going to join a learner’s community online to keep abreast of recent happenings in education. Lifelong learning is going to be my rule. In the classroom, I am going to design and model more ‘of technology supporting content learning experiences to address student’s individual learning styles and diversity by incorporating technology skills and software appropriate for content learning. I am going to give students more autonomy as they make a choice of how to learn content using technology resources and tools in the way they find comfortable and engaging so that they can be critical and creative learner. Monitoring and evaluation of the progress in achieving the goals will be done both formally and informally as I watch the students collaborate and grow in their problem solving skills and the state standards, open myself to learn from others and ready to change when necessary. Modification of the plan will be made to improve proficiency, avoid boredom and produce effective learners.

Technology in conclusion has a great potential on the hand of students and teachers to change our teachers, student and the world when it is relevant, appropriate and real to life.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Chapter 1, “Digital Tools That Support Learning” (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

King-Sears, M., & Evmenova, A. S. (2007, Sep/Oct). Premises, principles, and processes for integrating TECHnology into instruction. Teaching Exceptional Children, 40(1), 6–14.

Laureate Education, Inc. (Executive Producer). (2009a). Program One. “Enriching Content Area Learning Experiences with Technology”. Integrating Technology Across the Content Areas. Baltimore: Author.

National Education Standards for Teachers (NETS-T) (2008) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf