GAME Plan Reflection

As I created my GAME plan at the beginning of this course, I was quite hesitant about using technology in the classroom as a way for students to reflect upon their learning. The reason for this is because my students do not have much experience nor opportunities to use technology in both their personal and academic lives. Throughout this course, as I have been implementing new technology tools, I have learned just how flexible, eager to learn, and adaptable my students truly are. I was surprised by how quickly every single student picked up on the technology tools and how they were able to use them effectively. In this process, I have learned and seen with my own eyes that technology can really "level the playing field" and reach out to every single student – no matter his/her academic level. There were still some challenges with my struggling readers because they could not read the websites so they required more guidance, but they were still able to be successful with the tools we used, such as the online graphic organizer, SpiderScribe. Along the way, I have revised the tools I used in my original GAME plan. I started with the idea of using VoiceThread, then changed to PowerPoint, and ended up using SpiderScribe. I think SpiderScribe has been a great starting point for my students. They are all progressing with the tool and are finding success in creating graphic organizers about what they have learned in Social Studies. I think from this point as we progress, we can start using other tools, such as PowerPoint and VoiceThread. I have learned that with a solid and straightforward introduction to these tools, students will naturally learn how to be successful with them.

I have made it my goal to incorporate some sort of technology tool into every unit and possibly most chapters, depending on the content and time we have. I have seen how much more engaged students are when technology plays a role in the learning. It is not just about me using technology to instruct them either, they want to be the creators as well. Using PowerPoint to teach them is definitely much more engaging than a plain lecture, but I think because I use it often, it too is becoming less engaging for them. We are moving in the direction where students need more hands-on opportunities, which is also where problem-based learning, social networking/online collaboration, and digital storytelling come into the picture. These sorts of strategies and tools require students to be in charge of their learning and I think I will find more success by integrating them into the classroom more often. I think if I stick with my goal of incorporating one of these tools/strategies into every unit and perhaps most chapters, I will see a difference in the classroom.

Modifying my GAME Plan

Are you finding the information and resources you need?
I am finding the information and resources I need. I have a few computers in my classroom that students can use during our centers time to work on their PowerPoint presentations when the time comes. Our school computer lab also has a brand new Mac desktop computer for each student to use, which will be useful for my whole group instruction. The technology teacher is also in the lab at the same time we are so she will be able to help us out when needed.

Do you need to modify your action plan?
As I have mentioned in my previous post, I have decided to modify my GAME Plan by changing the idea of using VoiceThread to PowerPoint. The reason for this change is that I think PowerPoint will be of more use for them in the future than VoiceThread will be. Many of my students do not even have Internet at home so they would not be able to use VoiceThread outside of the classroom, which lessens its importance and accessibility even more.

What have you learned so far?
So far, I have learned that I will need to make modifications for some students by adjusting the amount of slides I require. For example, for my higher achieving students, I will definitely make the assignment more challenging by requiring more slides with more bullet points or details. For my lower achieving students, I will require them to have the same bits of information on each slide, but require fewer slides from them.

What new questions have arisen?
As of this moment, I do not have any new questions but I am sure once we return from our holiday and begin to use PowerPoint more questions will arise.

Editing and Reviewing my GAME Plan

My GAME Plan is to make the content "come to life" for my students through the use of technology tools, such as VoiceThread. I will also use this tool as a way for students to reflect upon their learning by creating a VoiceThread of their knowledge. In doing so, students will create a VoiceThread at the end of each chapter of each content area. 

What resources will you need to carry out your plan (video, reading, experts or colleagues, etc)?
To carry out my GAME Plan, I will need computers with Internet, content material, and the website, VoiceThread.

What additional information do you need?
At this point I need to introduce students to the concept of VoiceThread because we will then be able to move forward with my GAME Plan. I feel that once I see how quickly (or slowly) students are grasping the idea of using VoiceThread as a reflecting tool, I will be able to map out more concretely how often I would like to use this tool.  I feel that if students are grasping how to create a VoiceThread fairly quickly, we will be able to use it more often. If students are having trouble with creating their own VoiceThread, I may have to make accommodations. For example, I may have to pair up students so that they can help one another throughout the process, while other students will not have any problems.

What steps have you been able to take so far?
I have started mapping out where I want students to create their own VoiceThreads. I have started creating my own VoiceThread, which I will present to my class in a way to introduce them to this new idea.

**As I have been putting my plan into motion this week, I have come to the decision that I will be using PowerPoint instead of VoiceThread in my GAME Plan. The reason for this change is because I think my students will benefit more from learning how to use PowerPoint than VoiceThread. Many of them do not have computers with Internet at home so it would not benefit them much outside of the classroom. Also, PowerPoint will be an essential tool in their academic careers so learning how to use the program sooner than later will be better off in the long run. 

Developing My GAME Plan

In the National Education Standards for Teacher (NETS-T), I am comfortable with the following standard:

 

3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. 

Teachers:

a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations  

b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success (NETS-T 3a & 3b).

I use technology throughout the school day and share with students how to use the Internet to find quick results. I also collaborate with colleagues, administrators, and parents through email on a daily basis. My students are in third grade and most do not have their own email addresses just yet, so I cannot communicate with them via the Internet. I heavily rely on technology whether it is a PowerPoint presentation, some kind of picture or songs to help practice their multiplication facts, I always have my laptop in the classroom.

The standards I am not as confident in are the following: 

1. Facilitate and Inspire Student Learning and Creativity

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

c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. (NETS-T 1b & 1c). 

I feel that I do not create enough opportunities for students to use their creative brains nor do we really use collaborative (technological) tools, such as Wikis or Google Docs. We do a lot of collaboration in the classroom, but it is mostly verbal or pair/group work. 

My goal is to incorporate some sort of technological resource in my classroom, such as VoiceThread, a class wiki, or podcasts. This goal will ensure that students are engaged in "exploring real-world issues" through the use of pictures, music, text or their own voices. My GAME plan to strengthen my confidence in this area is to start off by experimenting with these different collaboration tools. I will start with VoiceThread and see how this progresses with my class. My students do not have much experience with computers aside from using programs, such as Accelerated Reader, Reading Eggs, and Starfall, so it will be quite an experience for all of us. I also like the idea of using online graphic organizers through Webspiration or SpiderScribe.net in collaborating settings where students work with others in our own classroom. 

I think the best way to monitor my progress is to see how often we use these tools in the classroom. If I am using these tools at least once a week, I would say I am slowly progressing. As time progresses, I will increase the number of times we use VoiceThread to where it is a daily tool. 

I will evaluate my learning based upon the progress of my students. If they are finding success with the new tool, I will see that as proof that I am also learning and succeeding with my GAME plan. Eventually, I would love for students to create their own VoiceThread slide independently. I know we will need to start slow where I am creating and showing my own to modeling how to create a VoiceThread to guiding students in how to create one on their own. 

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Reflection

As I reread my "Personal Theory of Learning" from week 1, I feel that my core ideas and beliefs are still the same but have been broadened and modified. In this course, I particularly liked learning about the constructionism and social learning theories because I think they are the most relevant to today's students. In the video, "Constructionist and Constructivist Learning Theories," Dr. Orey presented that in the constructionism theory, students are building an "artifact" or creating some kind of product, such as a PowerPoint presentation (Laureate Education, Inc., 2010a). Then in the following week, we learned about the social learning theory where Dr. Orey expanded on this other notion of learning in the video, "Social Learning Theories" (Laureate Education, Inc., 2010b). This theory was similar to constructionism in that students need to build or create something, but the difference is that they are encouraged to socialize or discuss their work and findings with other students. These learning theories have modified my "Personal Theory of Learning" in that they reiterate how important it is for learning to be interactive and that students need opportunities to be proactive in their learning. This makes a better, more positive and engaging environment for both the students and teacher. My newly modified theory of learning is that students still need lots of practice and repetition to master a skill, but they also need new experiences and opportunities to put those skills to the test. This can be done by assigning more hands-on and performance task type of activities.

This course has made me prosperous in resources and how to use various technology tools in different ways– all of which enhance student learning. Two technology tools I would like to use with students are graphic organizers, such as with SpiderScribe or Webspiration, and VoiceThread. One of the districts I sub in really emphasizes the importance of graphic organizers and teachers are required to use them in a variety of ways throughout the year. For our assignment in this course, I used SpiderScribe to create a graphic organizer and I found it to be very easy and effective. Whether I create one beforehand or during the lesson with the students, the organizer can be changed at anytime. Students are able to see how the various branches of the organizer relate or connect with one another. I can even create a graphic organizer with just the bubbles and no connecting lines so the students can add them themselves. This would be even more effective if we were in the computer lab and everyone had their own computer to work with. The second technology tool, VoiceThread, was really fun to work with, and I think students would really enjoy it as well. It is like a living organism in that it can "grow" with each comment added. There are so many ways I can use VoiceThread. For example, I can use it to present a math problem (as I did for this course) or use it as a read aloud or picture slideshow. I can even play the VoiceThread in the beginning of each class as the "announcement" for the day. The possibilities are endless and that students can comment on it makes it even better. My repertoire of instructional skills has definitely expanded because of this course. My "go to" instructional strategy has been cooperative learning, which is effective, but there are so many others that are just as great.

I will focus on integrating one technology tool, VoiceThread, and build upon that by incorporating other technology tools with time. I will start by presenting math problems and read alouds and grow from there. My second goal would be to use VoiceThread daily in some way whether it is in the classroom or as a part of homework assignments.


Resources

Laureate Education, Inc. (Executive Producer). (2010a). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010b). Program eight. Social learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Social Learning Theories

In the last couple of weeks, we have focused on behaviorism, the cognitive theory, and constructionism and how these theories affect learning in the classroom. This week we are focusing on social learning theories, which in my opinion, are the most relevant to today's students. Students today are social butterflies that have been shaped heavily by technology. Many students have their own cell phones at young ages and are able to use computers quite well. Since students are affected heavily by technology, I think it makes most sense for teachers to use this to their advantage. Allowing students to use wiki pages is more appealing and engaging and it encourages them to collaborate and work with others– all important skills needed for the 21st century.

According to Dr. Orey, social learning theories is similar to constructionism but takes it one step further (Laureate Inc., 2010). In constructionism, students are required to build or create some kind of artifact, such as a rocket of water bottles or a PowerPoint presentation. Social learning theories are similar to this but students are highly encouraged to interact and discuss the process and their final product with others. The learning takes place in the interaction with others. It was also mentioned that the best way for people to learn is through teaching others (2010). I recently subbed in a fourth grade class so this particular example is fresh in my mind. When I was in high school, I could not remember the difference between scalene and isosceles triangles! As a substitute, I have [finally] learned which one is which because I had to teach it several times. Whew, now that that's off my chest...

Another reason why I like the idea of students teaching other students is because sometimes they are able to reiterate the material in a way that is more understandable and at their peer's level than the teacher can. Although we teachers are quite knowledgeable people, sometimes it is the simple responses from students that make the most sense.

In this week's reading, we learned about cooperative learning and how to use technology with this strategy. Cooperative learning can be correlated with the social learning theory because it requires students to work with others and have discussions. In a previous course at Walden, it was mentioned that teachers need to create more opportunities for students to talk in the classroom. Learning should be interactive and students will get bored if they are always being lectured and are not active participants.

There are all kinds of ways to use technology in cooperative learning. For example, students can use wiki pages or Google Docs in groups. The reading also had many websites, such as ePALS and Keypals Club International, where students are able to communicate with other schools from different cities, states, and even countries.

In Using Technology with Classroom Instruction that Works, it was mentioned that using technology in the classroom can help students grow as lifelong learners because it shows them that learning can take place anywhere, anytime both in and outside of school (Pitler,  Hubble,  Kuhn, & Malenoski, 2007).

Laureate Education, Inc. (Executive Producer). (2010). Program eight. Social learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Pitler, H., Hubble, E.R., Kuhn, M., & Malenoski, K., (2007). Using technology with classroom instruction that works. Alexandria, VA, ASCD

My VoiceThread

Here is the URL to my VoiceThread!