6 Evaluating GAME Plan Progress

I was able to incorporate my first current event blog with my students last week.  I gave them a specific article, read through it with them, and helped them to understand what it meant.  Then we decided that we could form 3 different opinions.  Students could agree with the actions taken, disagree, or be uncertain about their opinion.  I had a blog template that I asked them to follow, and I stepped through the first paragraph with them.

Surprisinigly almost all of the students embraced the idea and easily took off.  I did have to remind students that a comment such as "That's stupid" or "Hey Buddy" was not an approrpriate comment.  I feel like I am meeting both of my goals of introducing real-world problems as well as improving their critical thinking skills.

Right now, I have not forseen any other problems. This week I am going to be out of town at a workshop.  I am going to have the students attempt to work on a new blog without my help.  They will still follow the blog template from last week, but I won't be there to walk them through the process.  Then I should have a good indicator if I need to readjust anything.

*** This Email was sent by an educator at Riverside High School in Western Line School District.

7 Moinitoring the GAME Plan Progress

As I continue with my GAME plan, I am currently searching for sites that offer current events that will be appropriate for my 7th graders. I do not want to send them to news articles that are too in depth and wordy for them to comprehend. I have looked at several sites such as

• Channel One News
• Scholastic Kids Press
• PBS News Hour Extra

I am anxious to expose my students to more global real-world events that will foster creative, critical thinking skills.

One way that I want to begin their blog experience is by creating a type of blog post template as well as comment. That way students can follow the format for their first few posts and comment replies. Once they have mastered the idea, they can deviate from the template as long as they still include the necessary information. Even though I will model the behavior, I think beginning them with a template, much like tracing letters when one first learns to write, will solidify the format that they should follow in this activity.

I hope to start the students with this new project by the end of the week. If possible, I will evaluate their responses and continue to monitor and adjust as needed.

7 Carrying Out the GAME Plan

I am focusing on two aspects –

1. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
2. Promote, support, and model creative and innovative thinking and inventiveness

I plan on having my students read at least 1 news article a week, blog about that article, and respond to their classmates. Students already have a blackboard account and access to computers everyday. I would have them read a specific article on Monday and blog about the topic on their blackboard account. By Wednesday, I would have the students respond to at least 2 students, and by Friday, students would respond to the comments on their blogs, posting a new blog article if need be. As of now, I have not begun this process, but having the blackboard accounts and blogs already set up eliminates a lot of ground work. I need to focus on finding websites that offer news that my 7th graders can read and understand but that deals with real-world events.

5 Developing Your Personal GAME Plan

As teachers, it is not only our duty to teach content knowledge but also to incorporate technology that will solidify the content we are presenting to our students. The International Society for Technology in Education (ISTE) has a list of standards that teachers should integrate in their classroom. Although I teach a technology class, I find that even I am not meeting every National Education Technology Standard (NETS).

I wish to focus more on the first NETS standard "Facilitate and Inspire Student Learning and Creativity" (ISTE, n.d.). Within that standard, there are two indicators in which I would like to strength my confidence and proficiency in by using the GAME model (Cennamo, Ross, & Ertmer, 2009).

Goal: (1) Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

(2) Promote, support, and model creative and innovative thinking and inventiveness.

Action: (1) Come up with "real-world issues" that students or professionals may encounter and have students brainstorm ideas to solve these issues.

(2) When I give an assignment, demonstrate the thinking process I would go through to complete the project. Encourage students to come up with other ways to complete the assignment.

Monitor: (1) View students solutions to problems

(2) Discuss the numerous ways students wish to complete an assignment.

Evaluate/Extend: (1) have students apply these solutions to see if they work. Also have students reflect

on their solution. Were there better ways to go about solving the problem?

(2) Allow students to use their actions in their assignment and then reflect on the

outcome. Are there other ways the assignment could be completed?

Resources:

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.

ISTE NETS for Teachers 2008. (n.d.). International Society for Technology in Education Home. Retrieved March 9, 2011, from http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx

*** This Email was sent by an educator at Riverside High School in Western Line School District.

0 Transitioning from Knowledge to Synthesis --Reflection

Transitioning from Knowledge to Synthesis --Reflection

            I have thoroughly enjoyed the class "Supporting Information Literacy and Online Inquiry in the Classroom." Not only have I learned valuable information, but I have also been able to apply the information currently in my classroom. I have gained new revelations and been encouraged to continue research on new 21^st century teaching skills.

            The most striking revelation I had concerning new literacy skills is the vast differences between old literacy and new literacy. Although literacy has always required reading, writing, and analysis, the skills today are much more in depth. Books, Magazines, and Newspapers are edited and fact-checked (Eagleton and Dobler, 2009). Even though they are not always trustworthy, people usually can believe what is written for most sources. It is easier to tell what books are fact or fiction based on its location with the Dewey Decimal system. With the internet, there is not a FCC regulation system that dictates what is written. Therefore, readers are not only decoding and analyzing information online for understanding but also for validity. Knowing that students are doing more critical thinking each time they view content online, makes me feel even more passionate about teaching my students the 21^st century skills.

            This class has greatly influenced my teaching practices. As a technology teacher, I play a large role in students' literacy skills. I have been able to use the resources of this class to begin an inquiry-based project with my students. The handouts provided by Eagleton and Dobler (2007) as well as November's (2008) techniques have been vital to my class project. I feel like I have a great foundation that I can build upon as I lead my students in the 21^st century literacy skills.

            I want to continue to hone my teaching skills of 21^st century learning. I mainly want to focus on global collaboration. Most students will never see the outside of this area, and I want to expose them to as much as possible. I plan to continue research on projects such as the Flat Classroom Project and Skype projects. I would also like to attend workshops or more online training that would assist me in creating a globally collaborative classroom.

            Again, the class "Supporting Information Literacy and Online Inquiry in the Classroom" has been a very enlightening experience and has taught me numerous teaching strategies that can be used with my students. Teaching students the skills needed to be productive citizens in the 21^st century is vital for today's work force. Any guidance in making myself a better teacher is well appreciated.

*** This Email was sent by an educator at Riverside High School in Western Line School District.

0 EDUC 6711 Reflection

Over the past eight weeks, I have learned a vast amount of knowledge to help more effectively integrate technology with each lesson. As a computer teacher, my students use a form of technology every day; however, I do not always use the technology in the most efficient way. This class has given me vital instructions on how to teach more successfully through the use of technology.

As stated in my Personal Theory of Learning, I use different teaching styles depending on content of the subject matter. I will continue to vary my instructions as before. However, I have learned new ideas that I hope to implement immediately. One technology tool that I am excited about using is VoiceThread (Laureate, 2009c). I am anxious to have my students collaborate online via this new and exciting tool. I know my students will enjoy it and will also be able to discuss and analyze numerous topics through the power of this web-based software. A second technology tool I am already incorporating is concept maps (Laureate, 2009a). I had the students create a concept map describing how a computer works. With allowing students the ability to use their own creative webs and images to describe each part of the computer, they grasped the material much more easily and retained it for the test.

For the long-term, I want to incorporate more collaborative activities with my students as well as use more non-linguistic representations. To have my students work more collaboratively, I plan to use blogs and wikis for students to post projects. I also can incorporate discussion boards through students’ blackboard accounts where they can discuss ideas for their projects. When I am lecturing and introducing students to new topics, such as computer ethics and virus protection, I will use a non-linguistic approach. I will have the students draw pictures to represent the ideas discussed or they may use clip-art or pictures from the internet to illustrate what is being taught (Laureate, 2009b).. Thankfully, I always have access to computers and the internet, so the possibilities for my students are endless. I must concentrate on using that time wisely and keeping the students actively engaged so that the use of the technology will be beneficial to their learning.

Resources:

Laureate Education, Inc. (Executive Producer). (2009). Cognitive Learning Theories [DVD}. Bridging learning theory, instruction, and technology. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009). Instructional Strategies, Part One [DVD}. Bridging learning theory, instruction, and technology. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009). Spotlight on Technology: VoiceThread [DVD}. Bridging learning theory, instruction, and technology. Baltimore: Author.

1 Social Learning in Practice!

Listen to my VoiceThread and feel free to leave me a comment!!

http://voicethread.com/share/1376579/