Reflection

My GAME plan during this Walden course consisted of two parts.  The first part of the plan was to improve upon engaging students in real-world issues and solving authentic problems using digital tools and resources.   Through my research, I learned that language arts skills can be used in correlation with any cross-curricular subject to help create authentic learning that encourages higher-level thinking. 

The second goal in my GAME plan was to advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.  I worked very hard on this goal in my Media Literacy course with my tenth graders.  I was happy to find a number of good Internet sources along with our Walden resources.  I found my students were very engaged while discussing their own digital lives.  Much of the information they learned about digital citizenship seemed new to them, including respect for copyright and intellectual property.  They had worked with proper documentation, but most seemed under the impression that anything on the Internet is theirs for the taking.  It was enlightening to them.

Both of these goals have impacted my learning greatly.  I will continually be thinking of ways to make my lesson plans more authentic.  I will also strive to integrate digital literacy mini lessons throughout the year.  It is always a good time to be reminding students of the importance of safe, legal, and ethical use of digital information.

With both goals, I did not have to revise any part of the GAME plan.  I was happy with my choices and felt they were both applicable to me and my teaching situation.  In addition, the timing worked out such that I was able to immediately implement lesson plans that helped with my own learning as well as my students’. 

I can see using the GAME plan model with my own students.  I would have them start out by taking on of the NETS for Students goals and creating a GAME plan for themselves.  They could blog their progress on their goals, much like we have done with our own GAME plans.

I have come to realize that technology integration can help teach content and add motivation to my classes.  I am planning on utilizing such activities as problem-based learning with technology infused naturally into the process of learning.  Social networking and collaboration can enhance problem-based learning as well.  Although I have not used digital storytelling, I believe my students will be receptive to it, especially in light of the successful projects we have tried so far in my classroom.  

This has truly been a productive and insightful course.  I am excited to continue implementing what I have learned.

Monitoring my GAME Plan

I am continuing my GAME plan journey with the M – Monitoring my progress as the process evolves. The two professional goals I have set for myself come from within the ISTE National Education Standards for Teachers (2008).   Below is a reflection of where I am in this process, and where I still need to go.  As always, I welcome feedback from my Walden colleagues, as I value their ideas and experiences.

Goal One:  Engaging students in real-world issues and solving authentic problems using digital tools and resources:

I continue to look for resources that will aid me in making my lesson plans more authentic.  I have met with the instructor of tenth grade American history.  We are planning activities in conjunction with the novel To Kill a Mockingbird, set in the Great Depression.  Some things we are considering include a visit to our local nursing home to speak with some people who lived during the Depression, and blogging about segregation issues as they pretend to be certain characters in the book.  We are also going to compare issues from that time period to present day, including segregation, drought (which we are experiencing now), and recessions/economy. 

So far, I am not looking at any modifications of this goal, but am moving forward with many options still in place.

I have already learned a great deal about infusing language arts, other curricular areas, and authentic lesson plans together – through further research, talking with my language arts colleagues, and the history teacher I have met with.  I have also had great suggestions from my Walden colleagues.  For example, Jenny Carroll (2012) responded to my discussion post, “The thing that I feel that Language Arts does have is the ability to make many real world connections.  The themes found in literature can very much relate to real world problems.  For example I know that Romeo and Juliet has been a topic of conversation as of recent.  Topics like teen suicide are very real.  This sort of topic can relate to other texts such as "Thirteen Reasons Why" or can even spark ideas for an inquiry, or collaborative problem-solving group.  I envy the in-depth and higher order discussions, projects and questions you can have about topics like this” (Carroll, 2012, November 20).

Regarding further questioning I have no new questions at this time, but I am still in the planning stage of this goal.

Goal Two: Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources:

My progress is more substantive towards this goal, because I am in the process of implementing this right now in my classes.  Some positive things happened in my tenth grade classes these last two weeks towards my students becoming better digital citizens.  I realize some of my Walden classmates are much further along in this aspect with their students, but to me, it has been a time of new discovery for them, as well as personal gratification as a teacher.  In our Media Literacy unit, we have now created a class blog on Edmodo, where we are having meaningful discussion about media literacy.  This last week, the class responded to my post questions about what their digital life is like, and naming one positive and one negative aspect of digital media in their lives.  It was especially gratifying to have them blogging, which they totally got into, and discussing online about their digital lives in a meaningful way. 

Also, in my ninth grade language arts classes, we are beginning our study of Romeo and Juliet. Students did a scaffolding activity where each group took different background concepts, researched them, created a short Powerpoint presentation, and then taught the class.  Each group was required to cite their web sources and include these on a slide in their presentation.  They did a good job of citation overall, AND became more aware of the necessity of giving due credit to online sources, just like they do with print sources.

At this time, I am not intending to do any modifications of my present plan, although I am going to be constantly evaluating sources and activities throughout this Media Literacy unit. 

I have already gained knowledge through these activities.  Not only did I set up a class blog, get students registered for it, set up a monitoring system, and work with our technology coordinator; I also learned that students have a great interest in their own digital lives.  We will be continuing this unit with lessons on cyberbullying, social network etiquette, and more.  I am confident that motivation will not be a challenge, as the students are highly motivated, not only to work with digital technology, but to learn about it.

Again, I am looking forward to hearing any feedback or suggestions from my colleagues.

Resources:

Carroll, J.  (2012, November 20). Supporting and enhancing assessment in your content area. Message posted to EDUC 6713 discussion board, Week 4.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

Carrying out my GAME Plan

Last week I opened this blog by describing two goals I have set for myself within the ISTE National Education Standards for Teachers (2008).  Now it is time to start planning out the implementation of these goals according to my GAME plan.  Following is a brief summary outlining the first steps of my action plan.  I feel it is a work in progress; therefore, all aspects are flexible at this time.  I am also looking forward to receiving feedback from my Walden colleagues, after which I will continue to make adjustments and changes as the plan unfolds.

Goal One:  Engaging students in real-world issues and solving authentic problems using digital tools and resources:

1.  Resources I will need to carry out my plan:

·      I will find and utilize valuable Website sources that pertain to creating authentic learning scenarios and projects for my students.  These may include such websites as:

Edutopia.org

Thinkfinity.org

·      Colleagues from other subject areas to help create cross-curricular authentic lessons

·      Input from my language arts colleagues.  I have been utilizing the knowledge and experience of my fellow English teachers throughout my master’s program, and will continue to do so with this GAME plan as well.

·      Workshops and/classes as they occur. 

2.  Additional information I will need:

·      I need to get creative (or find ideas) for topics to create the opportunities for students to explore real-world problems and have authentic learning experiences.  This has probably been the biggest challenge for me –the mind shift from more traditional lesson design to allowing the students to be self-directed learners who are the sources of their own questions.

3.  Steps I have taken so far:

·      I feel I have already found and /or tried various digital tools and resources with which my students can experience authentic learning.  I am gaining confidence in utilizing these online tools, and have already used some with existing lessons, including Edmodo, VoiceThread, GoogleDocs, and Wikispaces.

Goal Two: Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources

1.  Resources I will need to carry out my plan:

·      I will continue to work with my fellow 10^th grade language arts teacher to plan and implement meaningful lessons on safe and ethical use of the Internet.

·      I will continue to search for solid websites as online resources that will provide current examples, multi-media information, and exercises for students to practice the concepts of safe, legal, and ethical use of digital information, as well as appropriate documentation of web sources.

2.  Additional information I will need:

·      I need to get creative (or find ideas) for topics to create the opportunities for students to explore real-world problems and have authentic learning experiences.  This has probably been the biggest challenge for me –the mind shift from more traditional lesson design to allowing the students to be self-directed learners who are the sources of their own questions.

·      I know the subject matter, but want to implement a more step-by-step procedure for students to better learn how to document and cite web sources.  I need to start smaller, and teach more deliberately, as it has become clear that most students do not have a thorough understanding of documentation of web sources.

3.  Steps I have taken so far:

·      I have always tried to model ethical use of the Internet and digital technology, as well as appropriate documentation of sources. 

·      The Media Literacy Unit I have now implemented into the 10^th grade language arts classes is currently covering a number of topics relevant to this goal, including:

1.     Cyber bullying

2.     Ethical use of social media as well as proper etiquette

3.     Cyber security

4.     Digital Literacy and Citizenship

I would welcome any input and/or suggestions from my colleagues as I start putting my plan into action. 

References
International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

My Technology GAME Plan

After examining the International Society for Technology in Education (ISTE) NETS for Teachers, (NETS-T), I realize I have actually made some progress over the course of my master’s work with Walden.  In my opinion, I have especially experienced growth in the second standard, “designing and developing digital age learning experiences and assessments” (2008).  However, there are many areas where I can still improve my own skills regarding the NETS for Teachers. 

Therefore, I have set two goals for my professional improvement.  Below are the indicators I would like to focus on, and steps I will take to improve my teaching and thus my students’ learning based on the GAME plan.

GOAL  #1, Under Standard 1, “Facilitate and Inspire Student Learning and Creativity,” I want to become better at

a.  Engaging students in exploring real-world issues and solving authentic problems using digital tools and resources (2008) 

In the past, I have had difficulty finding what I felt were authentic learning activities for my students.  As I mentioned in this week’s discussion, I need to look beyond the world of my language arts classroom in order to work with others in more project-based learning activities.

Goal 1: ACTION

1.  Meet and plan with colleagues from other subject areas to create cross-curricular activities with real-world meaning, integrating language arts skills with technology, content, and authentic issues.   I want to use language arts skills not as separate entities with no real audience or purpose, but rather as support skills in authentic student-driven projects.

2.  Infuse meaningful use of technology into lessons to increase motivation in students.

Goal 1: MONITOR

I think the most effective monitoring I can do is in the form of field notes and student evaluation.  I will need to take notes as my colleagues and I move forward with cross-curricular projects.  I will need to monitor who is doing what part of the planning, who is responsible for formative assessments, and how we are doing with timelines.  I will also use student self-assessment and teacher assessment in the form of rubrics to help measure student learning.

Goal 1: EVALUATE & EXTEND

I plan to use a journal, hopefully my own reflective blog, to evaluate how effectively I am reaching my goals.  A reflective journal is a great place to jot down what I would do differently next time, or what went especially well.  I want to jot down successes as well, so I can use them as examples when setting up the same project the next time!

Goal 2:  Under Standard 4, “Promote and Model Digital Citizenships and Responsibility,” I want to focus on

                        a.  Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources (2008).

Goal 2: ACTION

1.  As a part of our new Common Core Standards, we will offer a Media Literacy unit in the 10^th grade, where students will learn about issues and the safe practice of Internet use, including:

            a.  cyberbullying

            b.  cyber safety

            c.  social networking etiquette

            d.  giving credit where it is due

            e.  Internet security and protecting your data

2.  I will model ethical and safe use of the Internet, as well as model Internet etiquette.  One way I can do this is by creating and maintaining my own blog.  Cennamo, Ross, and Ertmer (2008) stated, “By all means, create your own blog as a model for students” (p. 74).

3.  Put more emphasis (we already do this to some extent) on giving proper credit for Internet sources through correct citation of others’ work.  We want to start at a younger age to get students in the habit of citing  Internet sources properly.

.

Goal 2:  MONITOR

I will use student assessments and evaluations such as rubrics to monitor student learning on the projects, as well as during the Media Literacy units in the second goal.

Goal 2:  EVALUATE AND EXTEND

I will reflect daily on the progress my students and I are making in regard to ethical and safe use of the Internet.  I want to use student reflections and feedback as well, perhaps in the form of a blog, so others can join in the conversation of what we learned as a group and as individuals in our Media Literacy unit.

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.

International Society for Technology in Education. (2008).  National education standards for teachers.  Retrieved from http://www.iste.org/standards/nets-for-teachers

Integrating Technology in the Content Areas

Welcome to my Blog!  Stop in later for more information and dialogue about effective methods, strategies, and new ideas for integrating technology in the high school content areas.