Week 4 Monitoring My Game Plan

Since I have set goals and determined the actions and resources needed, it is time to monitor if I am on the way to achieving my goals.  My results will indicate if I need to make any modifications to my GAME plan so I can improve proficiency with the NETS-T indicators.

Goal: To model and teach safe, legal, and ethical use of digital information and technology.

This GAME plan is going well.  I have found excellent resources online and have already implemented an internet safety packet with my students.  They enjoyed learning about being safe online and this sparked some great discussions.  We have begun to discuss our district’s internet use policy and why we have filters.  I do not see any need to modify this GAME plan.  However, I have realized how difficult it can be to use images that are not copyrighted.  I used to just go on Google, search for a certain clip art or photograph, and place it into my presentation.  I am now taking the time to make sure the image is not copyrighted and to also cite my sources.  I have continued to modify my previously designed instructional materials to include citations.  I know that students may find citing sources tedious work but they now realize its importance.  I definitely would appreciate any links to sites that have images for students to use legally.

Goal: To participate in a local learning community to explore creative applications of technology to improve student learning.

I had to make modifications to my second GAME plan.  Unfortunately, at this time students are not being invited to sit on the district technology committee.  This has motivated me to start small in my own classroom.  I am taking time to interview my students through small, focus groups.  I will discuss with my students how they believe they learn best and what changes to technology implementation they would like to see.  The primary results I have learned so far is that my third graders want more time to create items that they can share with others.

I plan to also create focus groups of students in other classes and grade levels to get their input as well.  Since I am only starting in my own classroom, I have to rely on myself to make changes to how I use technology in the classroom.  My Master’s courses have prepared me well, but I am also conducting additional research in educational magazines.  I will need to observe how these changes I implement affect student learning.  I also plan to discuss with colleagues at my school how they use technology in their classrooms for additional ideas and support (Laureate Education, Inc., 2010).

By monitoring both my GAME plans, I realized what areas were going strong and the areas I had to modify.  I understand now that a GAME plan is truly never complete.  There is always going to be changes to make and new goals or action items that arise.  I think that is why it is important to look for ways to apply your GAME plan action and knowledge to other areas of the profession.

References

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Laureate Education, Inc. (Producer). (2010). Program 1:  Promoting self-directed learning with technology [DVD]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.

Week 3 Carrying Out My GAME Plan

Using indicators from the NETS-T, I created two GAME plans to increase my proficiency and confidence.  After creating my GAME plan, I considered what resources and materials I would need to accomplish my goals.

Goal: To model and teach safe, legal, and ethical use of digital information and technology.

To accomplish my first goal, I look forward to using the website: http://webwisekids.org.  This site offers teachers various resources related to cyber safety.  It actually provides an internet safety kit that students can complete to learn more about being safe and legal online.  I also will look at other materials located online that could be beneficial.  On our class website, I will provide my students with links to websites that have images they can use legally.  Some examples of these websites are: SURWEB, Pics4Learning.com, and the digital collection from the Library of Congress (Cennamo, Ross, & Ertmer, 2009).  Furthermore, I will familiarize myself with Creative Commons and the fair use policy to ensure that I am following the rules too (Laureate Education, Inc., 2011).  I have already begun to make changes in my instructional materials.  I am reviewing them to ensure I have cited my sources and am using legal images.  Digital resources can easily be reviewed and revised which is want I want to show my students (Laureate Education, Inc., 2010).

Goal: To participate in a local learning community to explore creative applications of technology to improve student learning.

There are three primary resources I will need to accomplish the above task.  The first resource is students.  They need to be involved in sharing their ideas on how they want to be taught (Prensky, 2008).  In addition, teachers are needed to listen to ideas and change how they integrate the technology into their classroom.  Teachers need to utilize each other and work together on selecting the best practices to use in the classroom relying on student input (Laureate Education, Inc., 2010).  Educators also need to be willing to observe changes in their classroom and collect data to share.  The final resource involves technology itself.  My district already has SmartBoards, promethean responders, document cameras, and computers and laptops.  However, the students on the committee may share additional devices or software that need to be acquired.  This will require the district to look at its financial resources to determine if some of these items can be purchased even if it is just for a pilot program in specific classrooms.  To accomplish my goal above, I have asked my technology committee leader if it would be possible to have students join us for a committee meeting.  He suggested only community leaders and parents to be invited for now.  Therefore, I have decided to focus on interviewing students at my school site to receive their input.

References

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 (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Laureate Education, Inc. (Producer). (2011). Program 12:  Safe and ethical practices [DVD]. Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010). Program 1: Promoting self-directed learning with technology [DVD]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.

Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40–45.

Week 2 My GAME Plan

As an educator, it is important to keep up with current technology to better prepare students with 21^st century skills.  I know it is important to not only learn how to integrate technology into the classroom, but to select best practices in doing so.  After viewing the ISTE website, I selected two NETS-T indicators that I want more proficiency with.  This will require me to set goals, take action, monitor progress, and evaluate my achievement of those goals.  With this being said, here are my two GAME plans.

GAME Plan for Indicator 4a

Goal: To model and teach safe, legal, and ethical use of digital information and technology.

Action:  I will make sure I cite sources in my instructional materials (Laureate Education, Inc., 2011a).  I will use various resources to promote discussions and activities with my students about online safety.  I will provide my students with links on our class website to images I know that they can use legally in their work (Cennamo, Ross, & Ertmer, 2009).

Monitor: While students are working in the computer lab, I will be closely observing and questioning my students about where they got their information and images.  I will expect to see them citing sources within their digital products to give credit to those who influenced their work (Laureate Education, Inc., 2011b).  I can also observe what sites students are accessing when online to ensure they are appropriate.  Lastly, I can give informal assessments about cyber safety and copyright issues that we have discussed previously in class.

Evaluate: I can evaluate if I achieved my goal by the behaviors and products of my students.  If they start to cite their sources without prompting and if they safely research online I will know that I achieved my goal.  I can extend my learning on this topic by learning more about the fair use policy and Creative Commons so I know what myself and my students are allowed to use legally online (Laureate Education, Inc., 2011b). 

GAME Plan for Indicator 5a

Goal: To participate in a local learning community to explore creative applications of technology to improve student learning.

Action:  My district has a technology committee that includes at least one teacher or administrator from every school.  However, I want students to openly discuss how they would like to be taught (Prensky, 2008).  I plan to invite students of different ages and technology abilities to participate in the district technology meeting.  If that is not possible, I will hold just a school forum where parents are invited as well.  This opportunity will allow students that freedom to share what and how they learn best with technology as we no longer can decide for them but need to decide along with them (Prensky, 2005).  The staff can take their ideas and suggestions to determine the direction our school and district should go with technology integration to improve student learning.

Monitor:  Once certain ideas and suggestions have been accepted by the district committee, various technologies will become available (perhaps only pilot programs) and select trainings will be offered for teachers.  Administrators or technology committee members will need to monitor how teachers are using the technology put into place.  I would suggest that educators record notes on how implementation with their students went and that these findings are then shared at future meetings.  Also videotaping these instructional changes could prove beneficial as well.

Evaluate: One way to evaluate this is to look at how students are performing in the classroom due to the new technology and instructional strategies that have become implemented.  To have accurate findings, teachers must be willing to implement the new technology strategies and share their new data and observations with their colleagues.  I can extend this topic by considering having students on other school or district committees.

By implementing both GAME plans, I can gain confidence in my ability to integrate technology into the classroom.  The achievement of both goals above improves student learning as well as promotes best practices for teachers.

References

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 (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Laureate Education, Inc. (Producer). (2011). Program 10:  Informational Literacy: Ethical practices [DVD]. Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2011). Program 12:  Safe and ethical practices [DVD]. Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore, MD: Author.

Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40–45.

Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8–13.