My first GAME plan has gone well in the classroom and I have seen the impact it has had on my own practices as well as on student learning. I better understand the fair use policy and the importance of making citations in my own teaching materials. I also see the changes my students have made in using images legally from the web and treating others respectfully through online collaboration activities.
My second GAME plan required changes as I monitored and evaluated its progress. I had to modify my actions to focus on changes in my classroom over ones at the district level. However, I utilized my peers in my second GAME plan and they supported me in selecting best practices when it came to integrating technology in the classroom (Laureate Education, Inc., 2010c). I spent time talking to all of my students about how they want to use technology in class and to start off small I have made a few changes. Of course, this is something that happens over time and also depends on the content we are learning.
The GAME plan is something that I can easily use with students. Once my students determine what they want to know more about, we can determine how to learn it using a KWHL chart (Laureate Education, Inc., 2010c). Although I am using different vocabulary, students still have a goal and have to figure out their actions to arrive at their goal. This is where PBL could come into place. Students can choose how they will arrive at a solution using a method of their choice. Students will be challenged, possibly work collaboratively, and participate in authentic learning (Cennamo, Ross, & Ertmer, 2009)
There are certain changes I can make immediately to my integration of technology into the classroom. This course reminded me about how I can assess through the use of technology which allows for easier organization and quicker analysis of data (Laureate Education, Inc., 2010a). My students enjoy using classroom responders and I need to realize the benefit this tool provides. I enjoyed learning about how technology lets teacher customize instruction more easily to reach all learners (Laureate Education, Inc., 2010b). I will begin considering the needs of my students and what applications or assistive technology could help them. Finally, I gained a better understanding on how to incorporate digital storytelling into my classroom. I was always a bit hesitant due to the age of my students, but I was provided with excellent suggestions. I plan to have my students start off with programs they are already familiar with to create original stories to share with their classmates (Laureate Education, 2010d).
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
Laureate Education, Inc. (Producer). (2010). Program 7: Assessing student learning with technology [DVD]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2010). Program 5: Meeting students’ needs with technology, part 2 [DVD]. Integrating Technology Across the Content Areas. 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.
Laureate Education, Inc. (Producer). (2010). Program 12: Spotlight on technology: Digital storytelling, part 1 [DVD]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.
