REFLECTING ON EDUC 6713

It’s amazing to think that I’ve come to the end of another course and the final one at that.  I’ve learned so much during the course of the last seven weeks but the most interesting addition to my knowledge would be the GAME plan process and its importance in facilitating life-long and self-directed learning, as well as how to use technology to differentiate instruction and build critical and creative thinking skills in my students.  

Though my implementation of my GAME plan is still in progress, the experience of developing and implementing it thus far has helped me to appreciate its significance in producing quality lessons, learning of new tools and strategies and also the impact that it would have on my students to develop their own GAME plan.  This significance does not only apply to their academic pursuits, but also to their personal goals as well.  For example, I’m in the process of developing a personal game plan with my son where the goal is to improve his study and comprehension skills.  The main benefit derived from the GAME plan was that it helped to focus on what I needed to do.  Ordinarily I may have overlooked the monitoring and evaluation stage of the process, but I’ve learned that this is an integral element to determining whether or not my goals are being achieved and if I need to adjust my action plan (Cennamo, Ross & Ertmer, 2009).  In my classroom the students will gain tremendous benefits especially when they have major assignments and projects to complete.  A game plan will help them to outline a clear path towards achieving their goals.  As a result of their practicing the monitoring and evaluation of their own plans they develop metacognition and become life-long learners themselves (Laureate Education, Inc., 2009b).  

As a direct result of the skills and knowledge I’ve gained from this course, I intend to utilize the game plan approach in implementing at least one technological tool and instructional strategy into my lessons per term.  Preparing and implementing the three lessons using the game plan approach helped me appreciate how easy it is to integrate technology within my lessons.  I am however mindful that processes take time and that I am almost certain to encounter numerous challenges along the way.    I’m certain however that some of these challenges will be overcome with my increasing knowledge and technological skills, confidence and support from my colleagues (Laureate Education, Inc., 2009a).

 Technological tools are also integral to meeting the diverse needs of my learners.  By utilizing web-based tools that allow students to access information through a variety of formats, I’m better able to meet their individual needs and allow their individual strengths to shine through.  Online collaboration tools, social networking sites and digital storytelling also provide opportunities for differentiation both in and out of the classroom.  

I believe in starting small and getting comfortable with the technology but just like driving, the real learning begins after obtaining the driver’s license and left to navigate the busy streets on your own.  I feel the same way where integrating technology into my classroom is concerned.  I’ve been armed with tools, knowledge and resources to achieve my goals but now the real learning begins. 

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. 

Laureate Education, Inc. (Executive Producer). (2009a). Program three: Enriching Content Area Learning Experiences With Technology, Part 1 [Video Webcast]. Integrating technology across the content areas. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2009b). Program one: Promoting Self-Directed Learning with Technology [Video Webcast]. Integrating technology across the content areas. Baltimore, MD: Author.

MONITORING MY GAME PLAN

Once goals have been set and action taken towards the achievement of those goals it becomes essential to monitor my progress towards the achievement of those goals in order to determine if my plan is succeeding and if I need to make any adjustments (Cennamo, Ross & Ertmer, 2009).  I have already begun accumulating resources towards the achievement of my goals, but I have come to the conclusion that timing is critical to the achievement of any goal or plan of action and pursuing some goals just cannot be rushed.

My research has led be to conclude that developing animations and implementing it as a classroom activity will take time and resources that are not readily available at my school.  Some of these resources can be sourced through other government departments, but bureaucratic red tape is a factor that must be considered when creating a time-line of implementation. Also At this point in the school year a lot of emphasis is placed on revision as examinations begin this week, therefore a time-consuming activity such as this is not a feasible option.  

As a direct result of this week’s course resources I also realize that I will also need to prepare appropriate scoring mechanisms to assess this particular project activity and ensure that the activity aligns with the objectives of the lesson and the teaching methods (Laureate Education, Inc., 2009).  As such I will also have to add those two elements into my action plan.  I have examined previous lesson plans on the topic landslides and think that integrating this new tool would not be difficult though the smooth implementation is heavily dependent on my comfort with the technology.  Cennamo et al., (2009) also emphasized the importance of learning the technology before implementing it with students.  This will also take time, again as a result of focus on examinations at this point. 

Therefore, though I do not feel the need to adjust my goals my action plan must be adjusted to include scoring rubrics.  I also feel that more time will be needed towards the gathering of resources, learning the technology and then implementing it.

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. 

Laureate Education, Inc. (Executive Producer). (2009). Program seven: Assessing Student Learning with Technology [Video Webcast]. Integrating technology across the content areas. Baltimore, MD: Author.

CARRYING OUT MY GAME PLAN

In the process of acting on my goals in exploring real world issues and incorporating authentic instruction and digital tools in the teaching of the topic landslides, I have first used a KWHL chart to assess my current knowledge on the topic and my needs.  As a direct result of my enrollment in this program I have general knowledge of authentic instruction, its benefits and applicability to my student’s current and future needs.  I have created lesson plans that incorporate authentic instructional strategies and implemented them.  I have also been exposed to digital tools such as blogs, wikis, voice thread, podcasts and concept mapping software in the quest to make my lessons more engaging, authentic and creative.  However, I wish to expand my knowledge and skills and that of my students further, by integrating animation as a means of demonstrating and consolidating their learning.

To learn more about authentic instructional activities in the teaching of the topic landslides, I conducted a Google search for lesson plans on the topic and accessed a hands-on activity at the website http://www.discoveryeducation.com/teachers/free-lesson-plans/landslides.cfm.  This is perfect for students who are kinesthetic and though low-tech increases the flexibility I need to reach a wider number of students (Cennamo, Ross & Ertmer, 2009).  My search continued into animations on the topic at http://education.usgs.gov/videos.html which procured the website which provides a link on how to create animations as well as also a myriad of videos on any geographical topics at http://www.geography.org.uk/projects/ks4ict/idea21.  The Geographical Association of Teachers website also gives access to articles relating to everything geography on their website as well as access to journals relating to the teaching of Geography.  I still have a long way to go in achieving my goal, but I think this is a great start and I’m very excited and anxious to share with my colleagues.  I’m thinking of creating a wiki where we may be able to share information like this with each other.  Next step is to use the information from the website and with the assistance of my colleague learn how to create animations because I cannot teach students to use the technology If I do not know how to use it myself (Laureate Education, Inc., 2009).

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. 

Laureate Education, Inc. (Executive Producer). (2009). Program three: Enriching Content Area Learning Experiences With Technology, Part 1 [Video Webcast]. Integrating technology across the content areas. Baltimore, MD: Author.

GAME PLAN

Having taught Geography for the last 16 years, I am familiar with authentic methods of instruction like problem-based and project-based learning.  However, my familiarity ends with the incorporation of digital tools to enhance the experience and to make it easier, more engaging and meaningful.  My Goal is to strengthen my confidence and proficiency in following NETS-T indicators:

1b        Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

2a        Design and adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

I would like to break down these goals to relate specifically to the content area of mass wasting processes such as landslides and rock falls and explore the availability and use of digital tools in addressing the cause of these processes and the problems that are created as a result of them.  Tools I would like to explore are the simulations or animations.

ACTION

To achieve my goals I will use a KWHL chart to assess my knowledge on authentic instructional methods and digital tools.  I will use the web to locate case studies and lesson plans that incorporate technology in the instruction of the content area.  I will also access and read teacher journal articles that relate specifically to authentic methods of instruction in Geography and the tools that support it.  In our second video this week Vicki Davis pointed out that project ideas can be adapted from the principles and premises of past projects and that that finding someone to collaborate with is not difficult (Laureate Education, Inc., 2009a).  Therefore I will also attempt to reach out and collaborate with colleagues both locally and globally who may have explored a similar activity or would be interested in such.  I will also collaborate with a colleague on staff who is supportive of my undertaking which Dr. Peggy Ertmer outlines as one of the requirements of effectively integrating technology (Laureate Education, Inc., 2009b).

MONITOR

To monitor my progress I plan to keep a reflective journal that will not only document what I’ve done, but my thoughts and feeling about the process involved in preparing and implementing the instructional method and the digital tool.  I will seek to answer questions relating to the ease or difficulty of preparation and implementation, the reaction of students, my comfort level during the lesson and changes in my thinking about the teaching –learning process.  By engaging in such critical reflection I will be able to “understand the activity from different perspectives and use that understanding to set goals for future behavior and learning” (Cennamo, Ross & Ertmer, 2009, p. 12).

EVALUATION

As with any lesson plan I must evaluate to determine if my goals were achieved and if I need to modify my lesson in the future.  My ultimate goal is to guide my students into becoming life-long learners and fostering their creative and critical thinking skills.  To evaluate if I have achieved this goal I will need to observe them while they are engaged in the activity and also have them reflect on their thinking and feeling about the lesson.  I could also record changes in their behavior patterns in successive activities using performance rubrics.  The students’ feedback and performance is critical as it is via these indicators that I can determine if my strategy was successful.

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.

Laureate Education, Inc. (Executive Producer). (2009a). Program four: Enriching Content Area Learning Experiences With Technology, Part 21 [Video Webcast]. Integrating technology across the content areas. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2009b). Program three: Enriching Content Area Learning Experiences With Technology, Part 1 [Video Webcast]. Integrating technology across the content areas. Baltimore, MD: Author.

FINAL THOUGHTS ON EDUC 6711

My personal learning theory developed a few weeks ago stated that students learn through hands-on experience and visuals as well as modeling.  I still believe in all of those, however after having been exposed to the content of this course I need to revise some of my beliefs.   I believe that it is important for learners to be exposed to a variety of instructional strategies that align with different theories.  The teacher needs to consider the particular topic to be taught, the learning styles of the students, the limitations that they face, and the resources available to make a decision as to what strategy to use.  The lesson must be engaging.  Given the digital age that we now live in and the immersion of our students in the technology, it is important for technology to be used as a learning tool to get them actively engaged in their own learning and allowing the students to develop essential twenty-first century skills.  Technology also provides more avenues for use of visuals which I firmly believe is an essential element of learning.

As a result of my exposure to this course one of the immediate adjustments I would have to make is using technology as a learning tool rather than an instructional tool.  The focus has always been on the instructor working the technology while lecturing or teaching, but it is important to place the technology in the hands of the students ad have them actively engaged in the use of the technology (Laureate Education, Inc., 2011b).  

Two technological tools that I would like to use are the voice thread and animations.  Voice threads give the students the opportunity to express themselves and showcase their work in a new and unique way.  It provides the opportunity for them to hear themselves and listen to their thought processes, which is pertinent for them to develop their skills as learners.    Teaching geography involves the teaching of a lot of processes and I would love to explore the use of animation software to represent those processes.  It would allow the students to construct their own meaning in an engaging activity, one that would create an episodic and emotional memory which is an important catalyst for learning (Laureate Education, Inc., 2011a).

Nine clusters of instructional skills were presented during the duration of the course.  These strategies are not new to me, however exposure to the materials presented in this course has provided clarity in their use and implementation.  The ability to use technology as a tool while incorporating these strategies provides a fresh new perspective to the teaching using these strategies. 

Two long-term goal changes in relation to my instructional practice are to deepen my technology skills and creating an atmosphere in my school that fosters technology integration.  To deepen my technology skills I plan to use the text provided in this course and also attend workshops available to me.  There are so many applications to Microsoft Word and Excel programs that I now realize that I am unfamiliar with that can be used to create engaging learning environments.  I received some interesting recommendations on how to make my classrooms more technology friendly from my voice thread assignment which I plan to explore and implement.  Hopefully once the costs are explored it will be a project that my school can fund from its own resources.  I also intend to explore the possibility of accessing a Smart board for my school and getting trained in using it.  I will explore the possibility of obtaining grant funding for that project.

My experiences participating in this course has been life-changing.  I complete it with a new perspective on how technology can make a difference in the classroom.  My perception of using technology in the classroom was teacher-centered, however I have learned that I need to place the technology in the hands of the students for learning to take place.    I look forward to the next course and to learning more.

References

Laureate Education, Inc. (Producer). (2011a). Program thirteen: Technology: Instructional tool vs. learning tool [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program two: Brain research and learning [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1