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.
Wednesday, October 20, 2010
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.
Wednesday, September 29, 2010
GAME Plan: Reality Check!
Unfortunately, I am not finding the information and resources I need with my goal of incorporating epals. Responses to my requests to collaborate, using epal, has not proven successful thus far. I still am unable to access the personal emails sent by people registered on epals. Because this source does not seem reliable enough for my needs, I decided to alter my original GAME plan. Although students will not be able to write to other students across the nation, they can still share about our school community to a world- wide audience. Using the following website, created by Richardson, http://myschool.wikia.com/wiki/Category:Schools_in_Minnesota, I plan to have students create a wiki page about our school. When I looked, there is not a Minnesota school listed on this wiki site. Students can look at a variety of ways students created their wiki page about their school. It allows easy access to downloading videos and pictures. This option is more promising, as it offers a reliable, trusted authentic environment.
Progress on my goal to increase my knowledge using iPods has been slow. I called the Apple store to set up an one-one-one appointment. They did not have me registered; as my activation code did not go through. I spent half an hour on the phone trying to get it all settled. My goal is to schedule an appointment with in the next week.
I have developed a list of what I’d like to accomplish with the consultant. First, I want to upgrade my educational applications on the iPod. I want to research the latest educational applications that relate to reading and writing. I also want help transferring students’ work from the iPods onto desktop computers. Next, I want help using software to edit videos and publishing them to the internet. Finally, I want to become more familiar with different ways the iPod could be used in the classroom.
Through this process I have learned the best looking plan means nothing unless it can effectively implemented. This is true of my epals goal. The novel idea of corresponding with others around the globe in real time was appealing. However, the logistics of making this happen were not practical. The many glitches I encountered, without the kind of expert support I needed to trouble shoot, lead me to alter my plan. One thing I need to account for in the future is the kind of support that I will have access to when using a resource.
New questions that have resulted from my GAME plan revolve around the word ‘how?’ How do I use the resources, once I have understood how they work? How will I effectively teach students to use these resources? How will I maintain my knowledge and keep up with the evolving state of these resources? How will I know that the resource is positively impacting and enhancing students’ understanding of concepts?
Progress on my goal to increase my knowledge using iPods has been slow. I called the Apple store to set up an one-one-one appointment. They did not have me registered; as my activation code did not go through. I spent half an hour on the phone trying to get it all settled. My goal is to schedule an appointment with in the next week.
I have developed a list of what I’d like to accomplish with the consultant. First, I want to upgrade my educational applications on the iPod. I want to research the latest educational applications that relate to reading and writing. I also want help transferring students’ work from the iPods onto desktop computers. Next, I want help using software to edit videos and publishing them to the internet. Finally, I want to become more familiar with different ways the iPod could be used in the classroom.
Through this process I have learned the best looking plan means nothing unless it can effectively implemented. This is true of my epals goal. The novel idea of corresponding with others around the globe in real time was appealing. However, the logistics of making this happen were not practical. The many glitches I encountered, without the kind of expert support I needed to trouble shoot, lead me to alter my plan. One thing I need to account for in the future is the kind of support that I will have access to when using a resource.
New questions that have resulted from my GAME plan revolve around the word ‘how?’ How do I use the resources, once I have understood how they work? How will I effectively teach students to use these resources? How will I maintain my knowledge and keep up with the evolving state of these resources? How will I know that the resource is positively impacting and enhancing students’ understanding of concepts?
Wednesday, September 22, 2010
Review of my GAME Plan
Resources:
In order to address goal one, I will contact Dave at the Apple Store who specializes in helping educators. He will be able to help me create, manipulate, and trouble shoot in a variety of areas.
To address goal two, I need to access the epals website and find out how to read the emails I have received from interested teachers. I may need to read a help button or contact their support services to remedy this roadblock.
Additional Information:
Goal one: I need to research what kind of movie maker I want to use. I need to make sure I have accounted for all the iPod applications I already have. I need to generate a list of questions and goals that I want to accomplish when meeting with the Apple consultant.
Goal Two: I need to further research the epals website. By doing so, I may be able to find other links to ways I can connect with other classrooms.
Steps taken so far:
Goal One: I activated my membership on www.apple.com/onetoone/activate.
Goal Two: On the epal educator site, I posted interest in working with other teachers.
Learning Strategy: The learning strategy I will employ will be to use the GAME plan strategy. I will keep my goals in mind, take the steps above to make my goals, monitor my progress and evaluate if I have successfully met my goals. In addition, I will keep a KWHL journal to track my progress. I may color code items that need more attention and use graphic organizers to connect concepts (Cennamo, Ross, Ertmer, 2009).
In order to address goal one, I will contact Dave at the Apple Store who specializes in helping educators. He will be able to help me create, manipulate, and trouble shoot in a variety of areas.
To address goal two, I need to access the epals website and find out how to read the emails I have received from interested teachers. I may need to read a help button or contact their support services to remedy this roadblock.
Additional Information:
Goal one: I need to research what kind of movie maker I want to use. I need to make sure I have accounted for all the iPod applications I already have. I need to generate a list of questions and goals that I want to accomplish when meeting with the Apple consultant.
Goal Two: I need to further research the epals website. By doing so, I may be able to find other links to ways I can connect with other classrooms.
Steps taken so far:
Goal One: I activated my membership on www.apple.com/onetoone/activate.
Goal Two: On the epal educator site, I posted interest in working with other teachers.
Learning Strategy: The learning strategy I will employ will be to use the GAME plan strategy. I will keep my goals in mind, take the steps above to make my goals, monitor my progress and evaluate if I have successfully met my goals. In addition, I will keep a KWHL journal to track my progress. I may color code items that need more attention and use graphic organizers to connect concepts (Cennamo, Ross, Ertmer, 2009).
Friday, September 17, 2010
Goals for Implementing Technology Standards in the Classroom
One area I would like to strengthen is in promoting and modeling digital citizenship. Specifically, I would like to “develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools” (ISTE, 2008). To achieve these goals, ideally I want to become an active member of epals, an online global community for educators. Using this tool, I would like to find a classroom in which to collaborate with from another culture or region of the United States. Each student in my class would receive a pen pal. Students would collaborate on a similar project that emphasizes each students’ unique culture.
My second goal is to extend my knowledge of digital tools for educators, or “…to model and facilitate effective use of current emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning” (ISTE, 2008). I plan to achieve this by meeting with an expert. Thanks to one of my friends, I have a one-year APPLE computer consultation. This allows me to have one-on-one tutorials with an APPLE representative. During the session, I hope to gain confidence using new digital tools. This in turn will increase my ability to model how to effectively use these tools in the classroom.
After locating a resource and digital tool, I will strive to implement the digital tool seamlessly into the curriculum. The success of using the digital tools will be based on what students learn from it. Students’ journals and reflection will help indicate whether or not the goal was met, along with my personal reflection along the way.
My second goal is to extend my knowledge of digital tools for educators, or “…to model and facilitate effective use of current emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning” (ISTE, 2008). I plan to achieve this by meeting with an expert. Thanks to one of my friends, I have a one-year APPLE computer consultation. This allows me to have one-on-one tutorials with an APPLE representative. During the session, I hope to gain confidence using new digital tools. This in turn will increase my ability to model how to effectively use these tools in the classroom.
After locating a resource and digital tool, I will strive to implement the digital tool seamlessly into the curriculum. The success of using the digital tools will be based on what students learn from it. Students’ journals and reflection will help indicate whether or not the goal was met, along with my personal reflection along the way.
Monday, January 18, 2010
Introduction to Career Exploration
Welcome Students!
Are you ready to take the ride of your life?
The link below will guide you in your career exploration.
You will need to go to this website through out this unit.
Check out the link below: http://delicious.com/edgewood/Research
Go team!
Are you ready to take the ride of your life?
The link below will guide you in your career exploration.
You will need to go to this website through out this unit.
Check out the link below: http://delicious.com/edgewood/Research
Go team!
Tuesday, December 22, 2009
Course Reflection
This technology course has moved me from a place of intimidation to a place of empowerment. The apprehension that dwelled inside the first time I posted my blog has subsided. No longer am I paranoid about the large audience that can read my thoughts. Instead, I am curious about what insight others offer. Since I was impressed with my personal experience blogging, I shared it with my students. To my surprise, all my students wanted to start a class blog. Ever since we started blogging, the dynamics in the classroom have changed. Students are partaking in academic conversation and talking about books, some for the first time. Podcasting was another component that greatly intimidated me. The night I problem solved how to export Audacity files to Podomatic, I knew I had turned a corner. Being a coeditor of a wiki page was also an intense learning experience. All brand new to me, and amazing to contribute to something bigger than myself. I hope to continue to expand my knowledge of technology integration by allowing students to teach me know to use devices with which I am unfamiliar. The new technology skills have proven useful, but more profound is the confidence I gained using technology.
Within two years, I would like my classroom to use Web 2.0 handheld devices. This could take the form of an I-POD touch or a similar device. Each student would be able to access information quickly, listen to books in a language of choice, download podcasts and use a variety of other applications for learning. I have already taken the first step towards this goal. After my mid-point check with my action research on student motivation, it became clear that I wanted to implement more technology. We discussed how I allowed a student to use her I-POD touch in school to add to her power point. She accessed the information in a matter of seconds and quickly added it to her presentation. This got me thinking, why not allow students to use this type of device for learning? So, with encouragement, I spoke to the superintendent about writing a grant for a classroom set of I-POD touch. He suggested we pilot it with one of my classes and would be willing to contribute money to the cause. So, within the next month I will be meeting with the technology department and curriculum directors to select the best option for student use. The opportunity for students to use this tool for learning is guaranteed to grab even the most reluctant students.
Secondly, I would like students to actively implement 21st Century Skills. The goal is to equip students with collaborative skills in order to become the leaders/teachers of the class. The spot light is off the teacher as the primary source of information. Students are held responsible for sharing their knowledge with a larger community, teaching each other, problem solving, discovering creative solutions, and upholding ethical standards when participating on-line. The learning environment is collaborative, filled with discussion, innovation, refinement, and fizzing with energy to continue learning to improve quality of life. A great deal of time will be invested in effective communication and collaboration to ensure a successful transition into the work force.
Within two years, I would like my classroom to use Web 2.0 handheld devices. This could take the form of an I-POD touch or a similar device. Each student would be able to access information quickly, listen to books in a language of choice, download podcasts and use a variety of other applications for learning. I have already taken the first step towards this goal. After my mid-point check with my action research on student motivation, it became clear that I wanted to implement more technology. We discussed how I allowed a student to use her I-POD touch in school to add to her power point. She accessed the information in a matter of seconds and quickly added it to her presentation. This got me thinking, why not allow students to use this type of device for learning? So, with encouragement, I spoke to the superintendent about writing a grant for a classroom set of I-POD touch. He suggested we pilot it with one of my classes and would be willing to contribute money to the cause. So, within the next month I will be meeting with the technology department and curriculum directors to select the best option for student use. The opportunity for students to use this tool for learning is guaranteed to grab even the most reluctant students.
Secondly, I would like students to actively implement 21st Century Skills. The goal is to equip students with collaborative skills in order to become the leaders/teachers of the class. The spot light is off the teacher as the primary source of information. Students are held responsible for sharing their knowledge with a larger community, teaching each other, problem solving, discovering creative solutions, and upholding ethical standards when participating on-line. The learning environment is collaborative, filled with discussion, innovation, refinement, and fizzing with energy to continue learning to improve quality of life. A great deal of time will be invested in effective communication and collaboration to ensure a successful transition into the work force.
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