Reflection on the GAME Plan

In this course, I learned one of the most important aspects of teaching, which is the GAME plan. The GAME plan helps me think and take steps to direct my learning process especially when I need to learn about technology and integrate it into my lessons. It allows a teacher to develop appropriate skills that are important, and prepares him/her for lifelong learning. (Cennamo, Ertmer & Ross, 2009).

Although, I am a substitute teacher, I always use the lesson plan template that is provided by the school if I am holding a long-term substitute position. After I used the GAME plan in this course, I realized the big difference. The GAME plan makes me feel more organized and helps me know what to do without any frustration. The GAME plan would definitely be my only choice to use when I hold a full-time teaching position.

In this course, I also learned about many new technology tools such as Digital storytelling that I could integrate into my lessons to motivate my students. I am more thrilled to hold a position now more than ever so that I can use what I have learned so far from this program at Walden University.

Reference
Cennamo, K., Ross, J. & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

GAME plan (week 7)

GAME plan is a plan to support self-directed learning. Teachers can also use the GAME plan with their students to promote their self-directed learning. As a teacher, I can help my students develop their GAME plan by helping them first consider what they know about the task and what they need to know in order to determine what strategy they need to follow to achieve their goals. Then they can set their goal for the plan as explained by (Cennamo, Ross, & Ertmer, 2009) In order for my students to achieve their goal, my lesson plan should help them meet their learning goal. I should consider what information and resources they will need to reach their goal, and what strategy I should use to help them achieve the goals they set. For monitoring their plan, I should consider if they understand the information they were provided with, if they can master it, and whether I need to modify my lesson. They will also monitor their plan by considering whether the information they have is helpful for the plan. For the evaluation, I can see from the assessment if my students mastered the skills needed, then I will consider whether to modify my lesson or not. When my students evaluate themselves they will consider whether they need to modify their goals or the strategy they used, and what they can do differently next time.

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

Revising my GAME plan (week 6)

What I have learned so far in this course will help me feel more confident when I hold a full time position. Integrating technology into my lessons will be much easier than ever. As for my goals, I am still working on them and hopefully I will be able to accomplish them when I hold the long-term position in April. Currently I am not setting any new goals until I accomplish what I have already set for myself. However, I will keep trying to grow professionally as possible as I could. I will also like to “demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations” (NETS-T)

Evaluating My GAME Plan Progress

GAME plan is meant to provide self-directed learning to support lifelong learning process (Cennamo, Ross & Ertmer, 2009, p. 3). One of the most important tasks teachers do is reflecting back on the strategies they used to meet their goals. This reflection helps teachers modify their strategies for future lessons. Although, I looked up some ideas and activities which might relate to the students’ lives, implementing them into the classroom will be delayed until April 2010 when I will be holding a long-term substituting job for a teacher who will be on maternity leave. So far, I feel more confident about implementing problem-based lessons and integrating technology into my lessons. However, my only concern is whether my plans will be beneficial for the ELL students’ learning process. As for now, there aren’t any adjustments in my plan until I see the students and gather information about their learning styles and academic statuses.

Reference

Cennamo, K., Ross, J. & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

GAME Plan (week four)

The GAME plan requires you to think about and take steps to direct your learning process, specifically while learning about technology and how to integrate it into the curriculum. (Cennamo, Ross & Ertmer, 2009, p. 3) Keeping up with the plan is very important for my learning process about integrating technology into my lessons; however, achieving my goal at this time is hard in my situation. I am a substitute teacher; therefore, I do not see the same students every day. With all the obstacles I have, I am always looking for activities and ideas that address diverse students and that deal with real-world issues. Moreover, as I mentioned before, I will attend as many workshops and conferences as possible because those will help me build my confidence and thus reach my goal faster when it is possible.

Reference
Cennamo, K., Ross, J. & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

GAME Plan for week 3

To implement my GAME plan, I need to learn more about incorporating digital tools. I also need to know what would be available and approved by the district. Moreover, I need to start looking for ideas and strategies that address students’ diverse learning styles especially bilingual students. In addition, I need to explore for more activities and ideas that relate to my students’ real life issues that incorporate digital tools resources. Another important step that I need to take is to attend as many workshops as possible and conferences that could help me reach my goal.
So far I have spoken to my colleagues in the school where I usually substitute teach about my GAME plan so they can help me reach my goal since I am not employed there. I am also searching through the web for ideas and strategies that I can use with LEP students.

GAME PLAN

After I read the ISTE and NETS.T and Performance Indicators for Teachers, I decided to work on the following standards and indicators, which are:
1. Facilitate and Inspire Student Learning and creativity.
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
2. Design and Develop Digital-Age Learning Experiencing and Assessments
a. desigh or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.

Goal – My goal is to have my students explore real-world issues and solve real-world problems that are relevant to their lives using digital tools and resources. I will also design lessons that address students’ diverse learning styles using digital tools and resources.

Action – I will design my lessons and units according to the ISTE and NETS.T and incorporate digital tools . To do this I will keep my awareness about technology tools updated to strengthen my confidence and become proficient in integrating technology into the curriculum.

Monitor - I will monitor my goal through my students’ progress.

Evaluate – At the end of each lesson, I will look for the weaknesses and the strengths of the lesson and improve the weak areas.

Reference
The ISTE National Educational Technology Standards (NETS•T). (n.d.). International Society for Technology in Education Home. Retrieved November 10, 2009, from http://www.iste.org/Content/NETS_T_Standards_Final.pdf

Reflection of EDUC 6712

In fact, everything I learned in this course is valuable to my teaching career. This course has increased my teaching skills to better prepare my students for their future. Learning about the QUEST model, will help me teach my students in an efficient way to transform the information into better thoughts. As (Eagleton & Dobler ,2007) stated, “The QUEST model provides a framework to support and encourage both teachers and students to gather information and transform this information into new ideas.” (p.277) Embedding the new literacy skills into the curriculum is essential, however, we must keep in mind that the old literacy skills reading, listening, writing, etc. are the fundamental. The QUEST model approach will allow students to become more self-directed – a skill that they need in their future work places. Moreover, working on the unit plan throughout this course gave me an idea of how to teach my students through inquiry-based projects. This course has helped me realize how important it is for my students to learn how to locate, understand, and use the information they acquire from the internet. I also realized the significance of preparing my students to be literate with internet resources and encouraging them to ask deep questions and evaluate the information critically and transforming the information in an effective way.

One of my professional goals I would like to pursue is embedding the new literacy skills into the whole curriculum. I want my students to become proficient at locating information, evaluate resources, and transform the information effectively. Since in elementary grades we teach all subject areas, I would teach science and social studies through inquiry-based projects to make their learning meaningful and prepare them for the professional work place in the future.

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

EDUC6711- CourseReflection

At the beginning of this course, in application week one, I said that the teacher is the individual who is in charge to transfer the knowledge to the learners, therefore , it is very important for us educators to implement the appropriate learning style that suites our students minds to ensure success for all learners. I also said that because I work in a diverse community, and most of the students are bilingual. For this reason, I need to incorporate all the learning styles in the lessons because those who do not speak English well, learning through aural or reading/writing learning styles would be ineffective. Thus, I will not change my teaching philosophy; however, I will improve my teaching style with the new instructional strategies I learned throughout this course. Moreover, I would always teach my lessons based on my students’ learning styles.
Throughout this course, I learned many instructional strategies that will benefit my students. I have learned about many tools that I never heard of or used before. One of these tools is the c-map tool. It is an advanced organizer, which will help my students focus their learning better on the lessons. Another technology tool is the voice thread, which I believe will enhance my students learning.
My two long-term goal changes that I would like to make to my instructional practice is I would like to use the nonlinguistic representation strategy because I believe it will help my bilingual students learn better. Moreover, to enhance my students’ achievement, I will provide them with immediate feedback.
In fact, this course has provided me with many strategies and technology tools that can benefit my students’ learning as well as me.

Voice Thread

Here is the link for my voice thread http://voicethread.com/share/530469/ please let me know if did not work.

Connectivism and Social Learning in Practice

Cooperative learning as stated by (Pitler, Hubbell, Kuhn, Malenoski, 2007) “focuses on having students interact with each other in groups in ways that enhance their learning.” (p.139) Dr. Orey also emphasized that context and culture are critical in constructing knowledge and understanding of the world around us. Cooperative learning is an essential part of learning. Learning through the cooperative strategy, helps students make sense and construct meaning of what they are learning. Collaborating occurs in many ways, it occurs through technology, and technology plays an important role in cooperative learning. As (Pitler, Hubbell, Kuhn, Malenoski, 2007) stated, “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face.” (p.140)

Technology provides many tools that facilitate cooperative learning among students. Web 2.0 like blogs, wikis, voice threads, etc. can make it possible for learning to occur anywhere across the globe. Through technology, collaborative learning takes place anytime and anywhere. Moreover, building a website can enhance collaborative experience as pointed out by (Pitler, Hubbell, Kuhn, Malenoski, 2007)

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

Laureate Education, Inc. (Producer). (2008). Program Eight. Social Learning Theories. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

Constructivism in Practice

From this week’s resources, I have learned new strategies that correlate with constructionist/constructivist learning theories and embed technology. Constructionism as Dr. Orey explained, “is a theory of learning that states people learn best when they build an external artifact or something they can share with others” The instructional strategies presented in this week’s readings provide educators with valuable tools that allow students to learn through generating and testing hypotheses. The six tasks that can be utilized by teachers to help students generate and test hypotheses as presented by (Pitler, Hubbell, Kuhn, Malenoski, 2007) are: “systems analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making. “ (p.203) When students are engaged in one of these six tasks, they are actually, “engaged in learning and the process of creating an artifact.” Moreover, generating and testing hypotheses is correlated with Project-Based Learning that was explained by Han, S., & Bhattacharya, K. (2001), “Project Based Learning is a teaching and learning strategy that engages learners in complex activities.” Also, (Pitler, Hubbell, Kuhn, Malenoski, 2007) stated that, “when students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content.” (p.202)

This week’s readings provided us with examples of how to implement the strategies in our classrooms. One of the examples that attracted me is the example by Dave McDivitt. In this example, students investigated the causes that led to the war by using web resources and gaming software in the form of interactive applets and simulations (Pitler, Hubbell, Kuhn, Malenoski, 2007) Each student takes on the role of a country leader who makes policy decisions for the country his/her are leading.

Laureate Education, Inc. (Executive Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories[Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 27, 2009, from http://projects.coe.uga.edu/epltt.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitivism in Practice

The instructional strategies: “Cues, Questions, and Advance Organizers”, and “Summarizing and Note Taking correlates with cognitive learning theories. The components of cognitive learning theories as stated by Dr. Orey (Laureate Education, 2009) are: Limited short-term/working memory, Elaboration, Dual coding hypothesis, and Network model. Cues and questions replicate elaboration method. Questions as explained by (Pitler, Hubbell, Kuhn, and Malenoski, 2007) “perform the same functions as cues by triggering students’ memories and helping them to access prior knowledge.”(p.73) The elaboration method, Dr. Orey said it builds numerous connections to stored information. Moreover, advance organizers according to (Pitler, Hubbell, Kuhn, and Malenoski, 2007) “help students focus their learning.”(p.73) This instructional strategy replicates the dual coding hypothesis that was explained by Dr. Orey (Laureate Education, 2009).
Summarizing and note taking instructional strategy according to (Pitler, Hubbell, Kuhn, and Malenoski, 2007), “focuses on enhancing students’ ability to synthesize information and distill it into a concise new form.”(p.119) One of the tools that helps students to summarize a lesson is the concept mapping tool. Virtual field trips are also helpful for all learners. With virtual field trips, students can have the same experiences they would have on actual field trips. Virtual field trips are very helpful in social studies and science lessons; students will be engaged in many activities that provide critical thinking.
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Laureate Education, Inc. (Executive Producer). (2009). Program number 5. Cognitive Learning Theories[Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Program number 6. Spotlight on Technology: Virtual Field Trips [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author

Behaviorism in Practice

The reading of this week enriched me with many instructional strategies that entrench technology and correlate with the principles of behaviorist. While I was reading, I came across many strategies that attracted me and made me think of how I will implement them in my classroom.
Many students do not see the connection between effort and achievement, thus many students who do not put effort into their work end up as low achievers. Students who struggle in certain subject areas, blame it on many other factors; for example, some students will say I am not smart, therefore they will not put any effort. Pitler, Hubbell, Kuhn, and Malenoski (2007)pointed out that, “Many attribute their success or failure to external factors.” (p.156) Students need to understand the importance of correlating effort to achievement. Pitler, Hubbell, Kuhn, and Malenoski (2007) stated that, “effort is the most important factor in achievement” (p. 155). There are many instructional strategies that reinforce effort and help students understand the relationship between effort and achievement. One of these strategies is creating a rubric that helps students understand the meaning of effort using spreadsheets such as Microsoft Excel. When students look at their charts, they can clearly see the correlation between the effort they put and the results of their achievements. This strategy also relates to behaviorism because it reinforces the behavior of putting effort. In addition, homework and practice is another example of behaviorism because students that do their homework and practice, achieve better and score high on their tests; whereas students who do not do their homework or practice, usually score low on their exams. Moreover, students who do their homework are usually rewarded extra points while students who do not do their homework are often punished. For example, students that do not bring their homework will lose their recess for the day. Pitler, Hubbell, Kuhn, and Malenoski (2007) point out that, “Having students practice a skill or concept enhances their ability to reach the expected level of proficiency.” Practicing what students learn is very important and plays a role in their achievement. Using technology can utilize and provide students with the opportunity to practice the skills they learned in the classroom. The reading for this week provided a great amount of web resources that enhances students’ learning.

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

Reflection on Implementing Technology into the Classrooms

Understanding the Impact of Technology on Education, Work, and Society ( EDUC-6710I) course a M.S. in Education program at Walden University has deepened my understanding of technology, which was limited prior to taking this course. I used to hear about blogs, wikis, podcasts, and RSS feeds, but I never had any experience in using them. I had always wondered what the RSS button on my browser toolbar was, but now my question has been answered and I have gained experience on how to use it. My use of technology was limited to internet navigation, emailing, using Microsoft word, and PowerPoint to create slides. Moreover, technology integration in my classroom was not efficient; however, now I am implementing technology into my lesson plans more effectively and efficiently to engage my students in my lessons. This course has also enriched my knowledge with the 21st century skills. It is helping me move away from the traditional teaching style – which used to be effective when I was a student more than a decade ago, to the 21st century style that helps me prepare my students for the future. Prior to taking this course, I had my students use the computers only for research papers; after I learned about the web 2.0 tools, my students started to use blogs for many of their assignments. Now, I am planning to use podcasts and wikis more often in my classrooms. My students are very excited about using podcast.

The articles that I read and the experience I had in this course, changed my perspective of being teacher-centered to learner-centered. The students of today are “digital natives” while we educators are “digital immigrant” as pointed out by Prensky (2001). Today’s students have been exposed to technology from birth; technology is the tool that motivates their learning ability, thus, I have a duty toward these students, which is learning how to use the technology tools in order to prepare them for the future. In addition, 21st century skills is a vital part of students education, which develop students’ skills such as problem solving, collaborative work, critical thinking, etc.. All educators need to be familiar with these skills and implement them in their classrooms. For this reason, I am using these skills more often in my classroom. I have my students work on solving real math problems in groups, and then present their work in front of their classmates.

I have set two long-term goals for the future. My first goal is to have the students use the portable computer lab more than once a week. I will request from the administration or the district to provide our school with more laptops, which will give my students an opportunity to use the laptops twice to three times a week. My second goal is to start attending workshops about using technology in the classrooms so I could remain updated on new information about technology so I could keep up with my “digital native” students.

My overall experience in this course was very exciting. I am more excited to learn about the use of technology than before. This course has helped me provide my students with an enthusiastic learning style that prepares them for the work place in the future.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).

My First Podcast!

This week's assignement for my technology class was really challenging for me since I am a "Digital Immigrant". However, I overcame my challenges and finally created a podcast. Here is the link to my podcast http://www.archive.org/details/Use_of_Technology

Partnership 21st Century Skills

The Partnership for 21st century Skills website provides a massive amount of information in the area of teaching 21st skills to our students. It is organized and has many links that give us access to other websites. While I was exploring the “Tools & Resources”, under ICT Literacy link, I came across many websites that provide free courses and lessons for people around the world who want to learn about using the computer in many different ways such as using softwares, designing websites, computer programming, etc. Moreover, what delighted me most are the examples and the videos or “snapshots” of 21st century skills that took place in some classrooms. In addition, I could not find anything on the website that I could disagree with. My duty as an educator is to start incorporating the 21st century skills, which provide the students with the necessary skills to collaborate with other groups from around the world.

I encourage everyone to visit this website http://www.21stcenturyskills.org/ and explore it.

Use Blog in the Classroom

After I gained knowledge about blogs, I found it as an amazing tool to use to post homework assignments, school/ class events, or any class-related information. That would leave no excuse for students not to do their homework if they are absent from school. In addition, it is a useful tool to involve parents in their children’s lives because high elementary students and so forth do not usually involve their parents in their school lives or what they learning about in their classes. Moreover, blogging enhances communication between teachers/students or among students. Blogging helps the teachers learn how their students think because some students are too shy to share their ideas in front of their classmates. If I had a permanent teaching job, I would use blog to provide my students with links to appropriate sites to use for research projects, to post prompts for writing, and discuss or express their opinions on any topic that was covered in the class.

Technology is a Great Tool!

What more could parents ask for? If the teacher posts the homework on her/his blog, the parents can check what their children have for homework, especially the parents of those children who are careless about their education. In addition, when students happen to be absent from school, they can find out what they have for homework by looking it up on their teacher’s blog. How easy and convenient our lives have become with the presence of technology!


Technology is growing so fast! I remember back in the mid 90’s my first computer was a desktop. It was very simple; it had a floppy disk drive, but no CD drive and I did not have internet either. I could only use my computer to type up my papers for school on the word processor, and play games – which were already installed on windows 3.1. The use of cell phones over a decade ago was limited to making calls only. However, today we can manage our email accounts on our cell phones, we can download music from the internet and we can use it as an mp3; moreover some cell phones can be used as a navigation tool if their features include a GPS . Nevertheless, there are so many functions to the cell phone in our world today. Now what is even more amazing is the flash drive that has replaced the floppy disk and the CD, which we used to save our documents on, it stores more files than the average hard drive on our computers. For example, my computer can save up to three gigabytes; whereas, there are flash drives that can store up to eight gigabytes of data.


It is amazing how we can bring the world to us through the internet and make friends all over the world. It is startling how we can obtain any educational degree from the comfort of our homes. We can be anywhere in the world and still be connected to the university where we are obtaining our degrees.


Technology is growing fast and it is part of our daily lives. Thus, it is every educator’s responsibility to remain updated in the world of technology to provide a better education for the upcoming generations.