Reflection: GAME Plan

Through my exposure with various technology tools, I have certainly experienced some reflective moments. According to my GAME plan, I selected to strengthen in the area of designing and developing digital-age learning experiences and assessments. I consider this a work in progress still. I have established a classroom blog with my students. They have each individually explored it and have also made a post on their individual blogs. Just in the short time I have exposed my students to blogging, I have seen them so engaged in the process. For one thing, it has confirmed the importance of offering students technology driven opportunities. It has also proven that second graders can do more than others may think! After seeing the excitement and drive displayed by my students, I personally feel motivated to take on additional technology integration with my students.

Additionally, I decided to improve in the area of engaging in professional growth and leadership. I have decided that I will feel more secure sharing my lessons once I have adequately immersed my students in the opportunities. At that point, I know I will be able to speak confidently about the experiences. When recently speaking with some second grade colleagues about my technology lessons, I sensed a lack of interest on their end. Therefore, I feel I need to continue to expose my students to technology related opportunities to truly discover what they can and can’t do before passing on ideas to others. I want to be able to address any/all logistical concerns by being able to speak from experience.

As for using the GAME plan process with my students, I think it is important for them to recognize personal goals or plans they have too. Considering it is still early in the year, I would like to see them each pick a goal related to reading, writing, spelling, or math. I could then guide them through the process of setting up their GAME plan. Possibly, a parent could help them type their plan into their blog, so they could refer to it at anytime, similar to how I did in this course.

The biggest adjustment I need to make to my technology integration with my students pertains to classroom management. It has certainly been a challenge integrating technology with second graders. I also recognize that it is early in the year and each opportunity will allow for them to improve. I have even reassured them that it will get easier to keep them motivated. I also recognize the importance of scheduling my lessons when my high school helper or computer teacher is available. Currently, I have 24 students and I strive to account for every little step in the lesson, but sometimes computer malfunctions or unexpected misunderstandings pop up! For now, I would like to focus on online collaboration to help my students build a better understanding for it. I am hopeful to expose them to more opportunities, but I feel it is truly important for them to become familiar with the uses for a blog and simply how to navigate one until moving on.

Monitoring My GAME Plan

I have actually gotten quite excited to start my class blog with my students. I have created a blog that will solely be used for my class news created by my students. I have decided that there will be various committees for the blog. I envision there being different sections of the blog similar to a newspaper. I plan on having a book review committee, a class content committee, and a school news committee. I have been exposing my students to some typing experiences and I have discovered that typing the posts will be a time management issue. Therefore, I will have each committee write a draft and set a deadline each week, so I will have enough time to transfer the posts into a class blog. If need be, I may also seek the support of my high school helper and/or parent assistant to assist with the typing.

I know my students are eager to start! Once my blog is created and underway, I plan on showing it to my colleagues. Lately, we have been talking about how to incorporate more enriching writing opportunities with our students. I truly hope this is a successful project, as I would like to use it to carry out the other part of my GAME plan. Additionally, I'm going to link it to my teacher website for classroom families to enjoy. I'm hoping it goes as well as I am envisioning!

Carrying Out My GAME Plan

As I consider how to carry out my plan, I realize I need to explore examples of kid-friendly blogs. I have given some thought regarding the format of the blog and I am deciding to set it up with a small group of students who thrive on enriching opportunities. I would like to find examples of age-appropriate news articles, book reviews, and other similar type literature that may be beneficial to use as a model. I may also need to reach out to colleagues who have experience with using blogs in the classroom to get me started. My vision for the blog is to have it be a source for classroom news from the perspective of students.

As for my other plan related to professional growth and leadership, I will need to refer to my personal resources, which I have accumulated from my graduate classes. I will need to ensure that the materials I am sharing can be used to coincide with the curriculum, so I will need to revisit the standards and objectives we are required to teach. Additionally, I will need to build a presentation using files that can be presented via a SmartBoard.

Currently, I have selected the students whom I feel with be able to carry out the plan. I based my decision on their writing skills, reading levels, and ability to work independently. I feel I will be able to manage this more easily and then build upon as the year continues. Also, I have been noting recommendations from my peers in my graduate classes to bring back to my colleagues at work. With each course I complete, I feel I have gained a new tool to add to my repertoire. Nevertheless, I know my GAME plan is a work in progress and I will strive to do my best to carry it out!

GAME PLAN

As I return to a new school year, I am striving to apply more technology driven lessons than the past. I feel I have acquired more skills and have gained a little more confidence with doing so. It also seems I have become one of the “tech” resources in my building, so I feel I need to somewhat live up to that name.

I would like to strengthen in the area of designing and developing digital-age learning experiences and assessments. When considering my GAME plan, I would like to provide my class with opportunities such as using a classroom blog to communicate thoughts and messages about school topics and/or events. My students are quite young, so parent support would be essential. I would like to post a weekly discussion where students can post thoughts with their families. Essentially, it may be a family assignment rather than student assignment. I will need to monitor the progress of the blog by seeing the responses I get and also the feedback I get from the students in class discussions. I will evaluate my plan by monitoring the outcome of the blog. Are families responding? Is it interactive? Do students enjoy it? I will make adjustments as needed to meet the most success with the blog.

Additionally, I would like to improve in the area of engaging in professional growth and leadership. I usually attend technology related classes offered in my district. With each class I complete, I gain additional resources to use. I think it would be appropriate to model or demonstrate some lessons to colleagues using the knowledge I have acquired. In order to do so, I would need to reach out to my building principal to speak at a staff meeting or simply have time during a grade level meeting. At the end of last year, my principal did ask me to consider sharing technology lessons with the staff. Thus, I began this year with this goal in mind. I suppose I would monitor this plan by listening to the staff in regards to what they most need support in and plan accordingly. I would also ask them which areas they are most interested in learning about. I will evaluate my learning by asking others what they gained from my lessons and demonstrations.

I welcome any feedback and/or advice!

Reflection

As I reflect on my experiences and discoveries from this course, I certainly feel I have gained a new and clearer understanding for technology integration. When I revisited my “Personal Theory of Learning,” I quickly noticed my reference to students learning best when they have something to “hook” on to. Now that I have gained an understanding for nonlinguistic representations, I feel I can validate this argument better. I would also strengthen my theory by discussing the elements of the constructionist learning theory. A particular modification I would make is to mention the importance of students creating artifacts and being actively engaged in the learning. I feel this was a reoccurring message with each online video I viewed in this course. Students need to be involved in the learning and the instruction should be student-centered. Without a doubt, I think this idea plays a significant role in student learning.

One immediate change I would make regarding technology integration is the amount of exposure I give my students. With each opportunity I provided them using a technology tool, they were engaged and motivated to learn. I absolutely want to expose my students to concept maps/webbing early on next year. I love the endless ways you can integrate this tool into your instruction. I also like how it’s an alternate method to summarizing, note taking, and organizing information. It also coincides with my belief in nonlinguistic representations. Students will have a mental image to help them recall information.

Another tool I would like to use is Voice Thread. I imagine my students will need to set up individual accounts, but I am really excited about the dialogue and discussions this tool can provide. Not to mention, it is very user friendly. I would also like to use Voice Thread as a homework tool, but I will have to survey my class before doing so. If possible, I can also see myself using it as a way to connect with parents. Thus, with a classroom of digital natives, it seems practical to integrate technology sooner than later next year!

Without a doubt, my repertoire of instructional skills has expanded. Like I have said in earlier discussions, I wish I had known about several of these tools earlier in the school year. Until recently, I feel I was only familiar with the basics. I also appreciate knowing additional tools my students can use. Looking forward, I would like to set a long-term goal to enhance my communication with parents via technology. I have always wanted to incorporate a classroom newsletter, but I have been unsure how I wanted to do it exactly. I may start small and begin by creating a classroom blog to share my updates. However, I would like to eventually upload podcasts or Voice Threads to my site as well. I envision this being up and running prior to my “Back to School Night.” One additional long-term goal I would like to try is have students from other classrooms collaborate using a tool such as Voice Thread. I have a few colleagues who teach older grades which I could see working with me on this project. I envision it being a way for students to provide feedback to other students. It could be an ongoing communication throughout the year.

Overall, I have thoroughly enjoyed this course. I will take away several tools and strategies to use with my students for the upcoming school year!

Social Learning Theories and Voice Thread

Social learning theories significantly correlate with cooperative learning. Essentially, students work cooperatively to learn a new skill or concept. Social learning theories support the idea that students can be resources for one another. When working together, students can educate other students by playing the role as the team expert. This also supports the idea that students learn by doing and teaching others.

When considering technology integration that supports social learning theories, there are a variety of options that foster communication with students. For example, multi-media created by students demands several roles and responsibilities. Second graders would certainly need the support and guidance of an adult to incorporate a multi-media project, such as a movie. Ironically, I make a movie for my Back to School Night presentation every year. Truly, it is a whole class collaborative task. Each child has a special part in the movie. However, I would like to try making a movie next year that displays the students in a collaborative situation and clearly demonstrates a product, which they have generated themselves, rather than independently. I can only imagine the socialization and discussion that will take place between groups when they are told to plan a presentation for Back to School Night.

Another example of technology that correlates with social learning theories is Keypals. I am always looking for kid friendly websites for my students. When I browsed www.epals.com, I discovered a resource that I wish I knew about earlier this year. We teach a lengthy unit on culture and diversity. This site provided an incredible tool for students to communicate across the world. I love that students were posting messages to one another about their favorite holidays. Meanwhile, kids were teaching kids about holidays around the world. All the while, this tool was fostering discussions and collaboration. How neat!

A final example of technology integration is the use of WebQuests. This year and past years, I have been able to observe collaborative learning through the use of WebQuests. Since my students are younger, I have always grouped them together in order to complete the tasks specified on the WebQuest. I know there are a lot of WebQuests out there, but you really need to find ones that are interesting and pose an exciting problem or task. WebQuests hold students accountable and allow for student independence. Therefore, students can feed off one another to ensure their work gets completed correctly.

There are several tools and strategies available that support social learning theories. Integrating technology enhances the experience for learners. Essentially, students should be able to apply their learning and there are several tools using technology that will aid in this learning outcome.

For an additional communication tool, please visit my Voice Thread I created: http://voicethread.com/share/2085780/


Resource:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD

Constructionist/Constructivist Learning Theories

In Dr. Orey’s online book, “Emerging Perspectives on Learning, Teaching, and Technology,” he describes constructivist/constructionist learning theories as knowledge that is not simply transmitted from teacher to student, but actively constructed in the mind of the learner (Orey, 2001). Constructionism emphasizes the importance of learners being engaged in building some type of artifact to share with peers. For a classroom to support constructionism, the teacher needs to foster a learner-oriented learning environment. In other words, the teacher needs to provide opportunities for learners to be active participants in the learning process.

One of the strategies discussed this week was using spreadsheet software to support learning. An example was given regarding second graders exploring their weights on different planets. In the lesson, the teacher wanted to focus on the differences of the gravitational pull on planets rather than the calculation of the weights. By using Excel, the students were able to enter their own information into a spreadsheet, which was set up to calculate their individual weights on the planets. This engaged the students by providing a genuine lesson that encouraged student inquiry. Additionally, the students were able to construct a bar graph that aided in comparing data. Not to mention, they were comparing data that was of personal interest to them.

Another resource referenced this week was Kidspiration and Inspiration. Kidspiration is a kid-friendly program that is appropriate for primary grades. It offers organizers to help students organize their thinking. This program lends itself to creativity and student independence. Additionally, it supports the concept of “learning by design.” With set expectations, students can use this program to organize or explain their understanding of a concept while taking ownership to their work. Thus, the teacher acts as a facilitator to foster student inquiry, while students display their understanding via a graphic organizer. Kidspiration also correlates to constructionism because students construct or build something to present to their peers. I envision young students working together with this tool. Therefore, it would also foster learner collaboration and discussion.

Overall, students in classrooms driven by constructionist/constructivist learning theories should play a part in creating ideas in classroom lessons. Technology provides several tools for students to represent their understanding and learning. Additionally, when supporting constructionist/constructivist learning theories, it is essential for students to investigate, create, and solve problems to maximize learning.

Resource:

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Cognitive Learning Theories

When considering cognitive learning theories, instructional practices play an important role. As an educator, it is essential to provide opportunities to engage critical thinking. When it comes to students learning, it is essential to consider how students are learning new material. More importantly, it is crucial to question how much learning is taking place during a lesson.

As I read about advanced organizers in this week’s resource, “Using Technology with Classroom Instruction that Works”, I considered my guided reading lessons. So often, I use a graphic organizer as a way to demonstrate comprehension after the students have read their assignments. According to the text, advance organizers are to be used before a learning activity as a way to help students make sense of the content, which they are about to encounter. I like the idea of students having a specific purpose for the lesson. I can think of a guided reading book some of my students read entitled, “Pinky and Rex.” The characters and the plot were constantly confusing them. I ended up creating an organizer to display to help my students better grasp the characters and follow the plot more easily. With each guided reading lesson, we would return to the organizer to organize our thinking before reading the next chapter.

Another instructional practice that correlates with cognitive learning is summarizing. With this practice students are synthesizing information and putting it into their own words. This is a skill that is difficult for my second graders. They are able to retell information, but summarizing doesn’t come as easily. I like how technology can support collaborative summarizing experiences. I like the example of using Microsoft Word with my students to highlight key information. By using my Smart Board, I could provide my students with a visual, while engaging students in the process of summarizing.

One final instructional practice that supports cognitive learning theories is note taking. I like the idea of using a tool such as “Inspiration” to outline key ideas. My students are too young for taking notes, but ideas organized using graphics and text is a great place to start. I could even see myself creating a whole class template to review a concept. Over time, I could hold the students accountable by setting up a template that is partially completed. They could then extend their learning by completing the missing parts. I think programs such as “Inspiration” offer students opportunities to elaborate, which is considered a primary mechanism for learning.

After reading through the resources this week, I feel I do use some of the instructional practices. However, I now have a new outlook on how to implement them into my lessons based on cognitive learning theories.

Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Behaviorist Learning

Behaviorism is a common practice found in many classrooms today. As Dr. Orey mentions, teachers have various means of managing behaviors in their classrooms. (Laureate Education, Inc., 2010) When considering appropriate behaviors, positive reinforcement is essential. When faced with students who struggle with motivation or lack effort, Pitter, Hubbell, Kuhn, and Malenski (2007) suggest students track their effort and achievement through spreadsheet software. Such a method offers students immediate feedback. Students will be able to monitor their performance based on their actions. Thus, students who complete their work in a timely-manner will see a positive result to their spreadsheet scores. As a result, the integration of technology will encourage student’s efforts with their tasks. This concept demonstrates how students respond to positive reinforcement.

Another area of technology that correlates with behaviorism is through online tutorials or programmed instruction. As Dr. Orey explains, tutorials are often used for remediation with students and can result in a negative response (2010). Therefore, there seems to be a fine line with using tools, such as online tutorials. They should be used in moderation to avoid hindering a student’s passion for learning.

Similar to programmed instruction, which Orey discusses, Lever-Duffy and McDonald (2008) describe computer-based instruction (CAI) as once text-based, drill–and- practice software. With recent technological advances and increased digital native learners, CAI has become more visually stimulating and interactive. There are now more educational games and online references, which serve as resources rather than just tools for remediation. Such programs often support the operant conditioning model. Correct answers during a trivia game may be followed by a friendly and humorous animation.(Example of an interactive resource: Spelling City) As a result, the learner is stimulated to proceed on to the next question.

It is evident that several instructional practices do correlate with the behaviorist learning theory. Reinforcement is a very powerful tool. Additionally, technology plays a large role in behaviorism and should be considered when addressing the various needs and behaviors of learners.

References
Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Course Reflection

As a result of completing this course, I have acquired a new understanding of technology integration for educators. Through exposure to blogs, wikis, and podcasts, my technology skills have significantly improved. Despite teaching younger students, this course has guided me in ways to use various media tools with my second graders. Prior to taking this class, I admit that I might not have exposed my students to such learning experiences. I certainly didn’t have the awareness on how to use the available tools. When I completed the podcasting assignment, I quickly figured out what my students are capable of doing. Thus, I definitely feel inspired to seek additional learning experiences using technology for my students.

For one thing, I know I look at my students differently. I recognize that we are in a changing society and our students require a stimulating learning environment. My students may only be in second grade, yet I still need to prepare them for the future. I’m not exactly preparing them for the workforce, but I am certainly preparing them to thrive in a 21st- century environment. After exploring the Partnership for 21st Century Skills, I have a new perspective on covering my state’s core curriculum content standards. I intend to offer my students continual learning opportunities that support 21st century skills.

As a result of having a better understanding of 21st century learners, I recognize the importance of students driving instruction. I feel I have embraced cooperative learning and student inquiry, but I have also realized that I can certainly grow in this area. For one thing, I know that I have a classroom full of digital natives. Thus, I need to increase opportunities that enable my students to apply their technology skills in a meaningful way. In my classroom, I do feel most of my instruction is learner-centered. I just have a better understanding of how to reach my learners in a more effective way.

I think it is essential to for educators to continue to expand their knowledge of learning and teaching with the aim of increasing student achievement. Personally, I look forward to completing my future graduate courses in the field of integrating technology in education. This year, I completed a technology workshop for teachers and I plan on taking similar ones offered in the future. Additionally, I plan on keeping current with my student’s understanding of digital media and technology tools to plan instruction accordingly.

Podcast with Second Graders

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21st Century Learners

While reading over the website of the Partnership for 21st Century Skills, I was pleasantly surprised to see that New Jersey is considered a P21 partner state. Then I questioned why I am unaware of this status. Recently, we reviewed revised NJ Content Standards for science. I am now curious to revisit these standards to see how they align with P21 skills. I found the website very enlightening. I feel the concept of preparing our learners for the demands of the 21st century are significant goals that we should strive for. I was surprised on the small amount of states that are recognized as partners.

While browsing on the site, I came across a 2008 power point that was shared at the National School Boards Association, 2008 Annual Conference. It highlighted what teachers can do to prepare global learners and it also shared skills, which employers feel make a successful worker when hiring a high school graduate. At the time of this particular survey, 80% of employers felt work ethic was the most important skill. Despite this not being a current survey, it offered me some understanding about the candidates that are interviewing for jobs. In my classroom, I strive to teach the concept of “taking pride in your work.” Therefore, I feel somewhat reassured that employers feel strongly about their workers demonstrating good work ethic.

The presentation also shared what employers noted as deficiencies in their recent hired high school graduates. The weakest skill the survey revealed was teamwork/collaboration. Again, this gives me a new perspective on striving to build better collaborators within my classroom. I know I am currently struggling with students working fairly and respectfully with each other. I must admit, I am hearing more and more students’ share that they would rather work and even play alone. As an educator, I need to foster ways to have these students understand the importance of teamwork at a young age.

After exploring this site, I didn’t find many points that I disagree with. However, there was one video that was created by the president of P21 that I felt a bit unsure about. In the video, he stated that when educators follow through with the goals of P21, we can ensure 21st century readiness for every student. I think this is a bold statement when there are so many schools that need additional resources, such as professional development. I was also concerned that I am in a NJ school district and have not experienced any professional development to support the goals of this partnership.

Overall, I found this site truly eye-opening. You often hear colleagues buzz in the hallway about peers who go to school with their high school aged children. The conversation usually entails that kids today are not demonstrating the independence, the drive, and the inquiry of the kids in the past. Just recently, I overheard a colleague share that several high school students that interact with her daughter are currently not working or have shared that they do not need to work. I understand that there are varied circumstances with these situations. I suppose my argument is this: as educators, we can strive to build 21st century learners, but we undoubtedly need the support of parents to do so too. For one thing, I know that my back to school night presentation will highlight these skills next year.

Check out what my school did for Read Across America Day! (Not my school in the video)

I would like to use a blog as a place for student to discuss a book or a posed question from class. My second graders are currently working on responding to reading. This would be a intereative way for them to respond to an open-ended question pertaining to a book shared in school or a content-related question.

Also, it would support their typing skills and their ability to use a computer. This would also enhance the lesson, as students could read their peers responses and consider ways to improve their own. Many times, students don't share in front of their peers in school. With a blog, students would have an opportunity to to share their thinking with others via typed conversations.

I think a blog is a useful instructional tool because it integrates technology and it can be differentiated. I know my second graders would feel very "studious" using a blog. I also like that it serves as a useful way to connect school to home.