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.