This week, I have gleaned new insight in regards to my GAME plan. If I were to create this GAME plan over again, I would connect with experts in my district. By collaborating with individuals that have a pulse on our districts’ technology capabilities, I would have saved a great deal of time. For instance, after investigating iMovie and taking time to learn from the experts at the Apple store, I found out that the district decided to discontinue use of all Apple hardware in the district. Consequently, I was informed the Apple laptop I was using for the iPods would be replaced with a PC. I no longer have access to the iMovie software at school. Obviously, it would have been advantageous to have been aware of this before pursuing my GAME plan. A better approach would have been to communicate my GAME plan with a district technology resource and ensure my plan could be supported by the district.
In the future, I would focus on researching how to use the video/camera software supported by the district. I would practice implementing it with students and having the technology resources help me trouble shoot its initial usage. This would impact students learning, as they would be able to implement these digital tools to further develop their twenty-first century skills. In addition, I would strongly consider utilizing digital storytelling and would focus on the integration of these two digital tools.
What I concluded at the end of my GAME plan would have been beneficial to know initially. Certainly, I learned the hard way. My students, unfortunately, did not benefit as I had originally hoped through out this process. However, from the information I learned in this class, my future GAME plan is promising with the use of digital story telling and PBL. All in all, despite the setbacks, the process of the GAME plan is beneficial and one that I would select to use for student growth and my own professional growth.
For professional growth, I could also see the GAME plan being a powerful tool. Teachers could individually, or with a group, form a GAME plan for the year. This would allow teachers to focus on areas in which they are interested in improving, or need to improve, versus thinking all teachers need to learn the same information. This would also be a way to hold teachers accountable for their progress. What better way to model the importance of differentiation than for districts to expect educators implement it in their classroom as well as their own journey of life-long learning.
Thursday, October 28, 2010
Wednesday, October 20, 2010
GAME Plan Reflection
Overall, the GAME plan has been a beneficial process. With out it, I would have not taken action to investigate how to apply technology in the classroom. The process of reflection and being held accountable for applying the content brought me to a deeper level of understanding.
In the future, I could see the GAME plan process working just as well for my students. The GAME plan could easily become a part of a Problem-Based- Learning Activity. Each group could develop a specific GAME plan to support the overall goal of the PBL. This would be an excellent way to scaffold and provide a clear direction for students, as PBL can easily become an ambiguous process.
NET-S and NETS-T compliment this well. By implementing a GAME plan, students are addressing components of NETS. One standard that would be addressed is communication, students would be able share their PBL activity to multiple audiences through our school website or a wiki. Students would also be solving problems and thinking critically when addressing the national drop-out epidemic amongst adolescence. Students are identifying authentic problems in not only the nation, but with in our own community. They will use the research process to analyze information and synthesis to share with others. Students must make decisions regarding the most appropriate and effective way to appeal to the audience they are addressing. All these characteristics fit into NETS standards as well as the content standards implemented by our district and state.
Therefore, the GAME plan would compliment problem-based learning and promote NETS standards for technology implementation.
In the future, I could see the GAME plan process working just as well for my students. The GAME plan could easily become a part of a Problem-Based- Learning Activity. Each group could develop a specific GAME plan to support the overall goal of the PBL. This would be an excellent way to scaffold and provide a clear direction for students, as PBL can easily become an ambiguous process.
NET-S and NETS-T compliment this well. By implementing a GAME plan, students are addressing components of NETS. One standard that would be addressed is communication, students would be able share their PBL activity to multiple audiences through our school website or a wiki. Students would also be solving problems and thinking critically when addressing the national drop-out epidemic amongst adolescence. Students are identifying authentic problems in not only the nation, but with in our own community. They will use the research process to analyze information and synthesis to share with others. Students must make decisions regarding the most appropriate and effective way to appeal to the audience they are addressing. All these characteristics fit into NETS standards as well as the content standards implemented by our district and state.
Therefore, the GAME plan would compliment problem-based learning and promote NETS standards for technology implementation.
Wednesday, October 6, 2010
GAME Progress...
This week I researched more closely the exact types of Apple seminars that are offered in my area. I decided that the movie making seminar would suit my needs. This seminar offers a small group for two hours that focuses on simple execution of digital tools using iMovie software. Using a digital video camera and a MAC computer, the experts will walk me through how to shoot, edit, and share movies. It also provides guidance needed to add soundtrack, best scenes and transitions. I made an appointment to consult with them at the next seminar.
In addition, I decided that I needed some practical insight from my colleagues. I interviewed two teachers in my building that have experience using digital cameras and making videos with students. I asked them to summarize the positives and negatives of their experiences. Overall the positives included: increased engagement, ownership, motivation, awareness of actual skill level, increased meta-cognition, creativity, multiple modes of learning addressed, increased understanding of how to use digital tools, and more quality end-products.
Some of the negatives of using video recordings, according to my colleagues, included: insufficient editing software provided by school (audacity is the only program supported), poor technology support, editing videos is time consuming, and the flip cameras provide only basic editing capability. Because of these downfalls, one of the teachers has decided to record students’ with his own digital camera. This gives him more editing capacity as he uses iMovie software on his Mac at home. Although this takes a lot of his personal time, he is able to make changes the students want. The video has the polished, professional effect. Another downside of course is that students are not learning this skill and the teacher is invested a great deal of time to make this project possible and successful. In additiona, the “at-risk” students that used the digital software were less willing to take risks. When students became stuck, they had difficulty trouble shooting. Most of these students gave-up or were dependent on teacher help. In other words, a great deal of scaffolding, knowledge of the software program, and patience is needed when implementing this digital tool.
This leads me to a challenging place. Although iMovie provides the high-quality software program I desire, it is not supported by my district. I have to decide what my goal is when using digital recordings. Is it a priority for students to learn how to edit and publish their own videos? Or, is it adequate enough for students to use the digital tool for learning, use the basic editing software provided by the district, and focus on the learning process instead of a final polished product?
This I will continue to iron out. Starting out with basic programs would most likely be the best place to begin. I trust that my students will direct me towards the most practical steps from there.
In addition, I decided that I needed some practical insight from my colleagues. I interviewed two teachers in my building that have experience using digital cameras and making videos with students. I asked them to summarize the positives and negatives of their experiences. Overall the positives included: increased engagement, ownership, motivation, awareness of actual skill level, increased meta-cognition, creativity, multiple modes of learning addressed, increased understanding of how to use digital tools, and more quality end-products.
Some of the negatives of using video recordings, according to my colleagues, included: insufficient editing software provided by school (audacity is the only program supported), poor technology support, editing videos is time consuming, and the flip cameras provide only basic editing capability. Because of these downfalls, one of the teachers has decided to record students’ with his own digital camera. This gives him more editing capacity as he uses iMovie software on his Mac at home. Although this takes a lot of his personal time, he is able to make changes the students want. The video has the polished, professional effect. Another downside of course is that students are not learning this skill and the teacher is invested a great deal of time to make this project possible and successful. In additiona, the “at-risk” students that used the digital software were less willing to take risks. When students became stuck, they had difficulty trouble shooting. Most of these students gave-up or were dependent on teacher help. In other words, a great deal of scaffolding, knowledge of the software program, and patience is needed when implementing this digital tool.
This leads me to a challenging place. Although iMovie provides the high-quality software program I desire, it is not supported by my district. I have to decide what my goal is when using digital recordings. Is it a priority for students to learn how to edit and publish their own videos? Or, is it adequate enough for students to use the digital tool for learning, use the basic editing software provided by the district, and focus on the learning process instead of a final polished product?
This I will continue to iron out. Starting out with basic programs would most likely be the best place to begin. I trust that my students will direct me towards the most practical steps from there.
Subscribe to:
Posts (Atom)
