EDUC 6713: APP3 - GAME Plan Reviewed

To carry out my action plan, any and all resources are welcome and necessary. One goal is to extend my knowledge of the use of digit tools to engage students in exploring real-world problems and issues. Fellow teachers are incredibly valuable resources, as they may have ideas that haven’t occurred to me yet. Technology journals and blogs are other resources that provide great insight to new tools and applications. One such resource, which I visit regularly, is Free Technology for Teachers; I encourage everyone to check it out!

There is a never-ending amount of information needed, so to answer, “What additional information do you need?” is impossible. Information on what technologies are now available, what technologies seem to have an impact on education, and information on unexpected ways to use technology is always needed.

EDUC 6713: APP 2

As quoted by Cennamo, Ross, and Ertmer (2009), self-directed learning is, “any increase in knowledge, skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforst using any method in any circumstance at any time,” (Cennamo, Ross, & Ertmer, 2009, pg. 2). In order to organize, direct, and reflect on your own learning process, and in turn, strengthen your self-directed learning skills, the authors recommend creating a GAME plan as a guide. Their GAME plan is broken down into four steps: “1) set goals; 2) take action to meet those goals; 3) monitor progress toward achieving goals; and 4) evaluate whether the goals were achieved and extend your learning to new situations,” (Cennamo, Ross, & Ertmer, 2009, pg. 3).

As a teacher in the 21st century, it is essential that I am not only aware of, but actually skilled in the newest technologies and instructional methods in order to provide my students with the education they need and deserve. To this end, I have set goals for strengthening my confidence and proficiency in the following NETS-T indicators:

“1b: [Teachers] engage students in exploring real-world issues and solving authentic problems using digital tools and resources; and

2c: [Teachers] customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources,” (National Education Standards for Teachers, 2008).

To achieve these goals, collaboration with colleagues is a must. I will reach out to fellow educators, both in my district and throughout the country via online networks, and find out what has been working (or not working) for their students. Building upon and modifying what others have already started is a great way to get my own wheels turning without having to start from scratch.

Staying abreast of current research and technologies is also critical to achieving my goals. The Internet is an incredibly valuable tool for seeking out the “latest and greatest” on both fronts.

The best way to really achieve my goals is to jump in, try “it,” and see what happens. I am not afraid of new technology, nor am I afraid of testing it out with my students. If it works, great; we’ll keep it. If not, at least we gave it a shot.

The only real way to monitor my progress on these goals is through my students. I will use student surveys and observation to gauge their engagement and motivation. Monitoring their skills development and content learning will be done through projects, formal assessments, and dialogue. They are the leaders in this situation.

To evaluate and extend my learning, I will keep a journal of my “adventures.” This will allow me to take a step back and look at the “big picture” of what is going on in my classroom and with my students. It will also allow me to take an objective look at what seems to be working, what is not working, and where adjustments need to be made. In addition, workshops and conferences offered through my district and professional organizations such as the National Council of Teachers of Mathematics will extend my knowledge and skill in these areas.

References:

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

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

EDUC 6712: Reflection

Alan November (2008) reminds us that, “[E]ducators can harness the power of the Internet to get their message out and to empower students to become more actively involved in managing their own learning,” (November, 2008, pg. 3). No longer are we the gatekeepers to the information available to young minds, choosing what our students learn and when they learn it. In today’s technology-driven world, all the information is already out there for our students, ready for the taking. It is now our job to teach our students how to effectively access and process that information.

The most striking revelation I had about the teaching of new literacy skills as a result of this course was the number and complexity of them. The old “readin’, writin’, and ‘rithmetic” standards are long gone. Sure, students still need to know how to read, write, and multiply, but in today’s world, students need to learn how to critically evaluate, analyze, and synthesize information they have read, communicate their findings to others, and become master problem solvers. To compete globally, students will need to learn globally – and the Internet opens the door to learning in such a collaborative fashion.

That being said, we cannot simply connect our students to the Internet and turn them loose. Anyone can post anything on the Internet, and they do. The amount of information, and misinformation, for that matter, found on the Internet can be overwhelming. The knowledge gained from this course has allowed me to see that it is important that we teach our student how to search effectively for the information they need and/or want and, once they find the information, how to evaluate that information for authority and validity.

Navigating the Internet to find and evaluate information is a key skill in itself, but not a stopping point. As Eagleton and Dobler point out, “Readers must not only understand the text, but must also be able to ‘own’ the information,” (Eagleton & Dobler, 2007, pg. 199). Teachers in decades past used to “tell” student what the information given to them means and how it fits into their lives. Today, however, students need to be able to synthesize information on their own, only relying on teachers for direction when their lost.

Finally, and equally important, is the ability to take this new information learned and communicate to others in an effective manner, often through the use of other technologies such as blogs, Wikis, and other multimedia projects.

One goal I have for myself as an educator in the 21st century is to further my own skills in developing technology-based, inquiry-driven lessons that help my students develop their own 21st century skills and global awareness. I will be able to accomplish this goal through future Walden University courses and professional development workshops and classes offered by my school district, as well as the National Council of Teachers of Mathematics.

References:

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.

November, A. (2008). Web literacy for educators. Thousands Oaks: Corwin Press.