Reflection: Final Blog Post

The process of setting a goal, making a plan, monitoring progress, and evaluating the results seems to be a natural process of setting and accomplishing both short-term and long-term goals. The GAME plan maps out these steps and makes it clear and easy to follow. I could definitely see myself using the GAME plan not only in teaching but in my everyday life, as well. I have even implementing this in helping students set goals to monitor their progress throughout the third marking period. For those who are following their GAME plan, it is working just fine, whether it is maintaining their grade or raising their final average by at least one grade (Example: B- to B).

Based on my own GAME plan created at the beginning of the course, I have not reached my ultimate goal, but I am proud of myself for monitoring my progress thus far. The knowledge I have gained about UDL, in additional to communicating and demonstrating content knowledge through the use of online tools has helped me take the steps to closely meet the objective set with the technology standards in mind. Differentiating instruction, while at the same time giving the students choices in how they process and display their learning positively affects my ability to integrate technology into the content area. This, in turn, makes it simple to understand the apparent purpose of integrating technology into instruction and learning. The most surprising change in my thinking is the fact that digital storytelling could be used across the content areas, including mathematics. At first glance, I was convinced, through lack of experience, that digital storytelling was only seen in Language Art and Literacy classes.

I do not think any revisions are necessary to make on my GAME plan, at this point. I continue to realize how important it is for educators to communicate what is learned through these technology courses to inform others modern changes that are taking place behind the scenes. The more teachers that are on the same page, the more constant the education experiences will be and the more students will be accustomed with the use of technology to promote creative and critical thinking.

Some adjustments I would make to my instructional practice regarding technology integration in math would be to better integrate the use of technology into my lessons to differentiate learning, give students more choices in how they demonstrate their learning and understanding of the content, and develop more project/problem based learning, digital storytelling, and social networking activities for students to think more critically and creatively. This will result in a deeper understanding of the material and enhance the learning experiences of all students, equally.

Jacquelyn Caliente

Monitoring Your GAME Plan Progress

            This past week, during a meeting with the Professional Learning Community, and I was able to discuss the GAME plan, created to strengthen confidence and understanding in the NETS-T standards. Some of colleagues vented about how integrating technology into instruction is frustrating and time consuming. It is easy to admit at times, the frustration and discouragement faced occasionally. However the second there is an increase in participation and enthusiasm amongst the students and therefore, the effectiveness of the lesson, I instantaneously change my mind. Instead, I find myself boasting about the successful lesson of the day.

            As I continue to monitor my progress through the GAME plan, I began to take into consideration the advice of my course instructor, Suzanne Lebeau, PhD., as well as authors: John Ross, PhD., Katherine Cennamo, and Peggy Ertmer’s from the course text, Technology Integration for Meaningful Classroom Use: A Standards-Based Approach (2009). It was brought to my attention, by Dr. Lebeau, “Sometime the tools available to us, as educators, must be repurposed and used in different ways than they were originally intended” (personal communication, January, 2013). With this, I realized I had to modify my action plan.  I revisited my GAME plan and notice I was giving the students too much freedom and too many choices with the use of technology. For example, I proposed that I would have students create KWL charts, listen to audio, create presentations, record themselves on a podcast, contribute to a blog, etc. Though these are fun and exciting ways to get students engaged and to show off their creativity side, I had to be realistic. In turn, a new question arose: Can I have this much going on in my classroom and still provide an effective lesson for my students?

            In order to address this concern, guidelines need to be set and choices need to be more controlled on my part. I had mentioned in my previous discussion and blog that my students would complete a Tic-Tac-Toe board with various activities to choose from. This board would be more useful if I set each column to read, “Practice”, “Assessment”, and “Reflection”.  The students will be instructed to complete one row of activities. The students are still provided with a choice, so the only difference is that I would tell them how to get Tic-Tac-Toe. Another benefit to this modification is being able to challenge the students in certain areas of the activities completed. One row may have a more challenging reflection, but simpler Practice exercise and mid-leveled assessment. These levels of difficulties could be evenly distributive so it is a fair game.

            The category “Assessment” was included in the board game of activities, in order to monitor student progress and the progress of the lesson. In this week’s learning resources, it was mentioned “assessments, overall, provide students and teachers with feedback for learning and effectiveness of the lesson” (Cennamo, Ross, Ertmer, 2009). Providing students will a choice, increases student engagement and confidence (Laureate Education, Inc., 2011). Integrating Technology into this game board activity helps students to mastery skills, be creative, monitor success in learning, as well as display and communicate their understanding on the content. In addition, it assists teachers in gathering data, monitoring the progress of her students and the lesson, evaluating student performance and understanding, analyzing and organizing data, and communicating her findings (Laureate Education, Inc., 2011). As stated before, I have not run into a problem finding information or any of the resources needed to continue to carry out my GAME plan. I am still, however, waiting for my Polyvision board to be fixed. In the meantime, I have been requesting the portable SMARTboard to use, instead.

Jacquelyn Caliente

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). (2011b) Assessing Student Learning With

            Technology [Video webcast]. Retrieved from

            https://class.waldenu.edu/webapps/portal/frameset

Carrying Out Your GAME Plan

This week’s resources introduces the way the Universal Design for Learning (UDL) provides classrooms with a flexible way to integrate technology into teacher instruction, student learning, and communicating what is learned (Wahl & Duffield, 2005). In my GAME plan previously discussed, I mentioned in my goals, I would create a more technology-enriched learning environment, as well as utilize digital tools and resources to reflect the improvement of confidence in addressing the various needs of students. In addition, I would like to integrate various types of technology tools into one aspect of my daily lessons, in order to enhance my lesson and reach different learners. It is evident these goals directly reflect the UDL strategy.

Of course, I will need certain resources and information to carry out this plan. The technology teachers in my school were able to inform me about the various technology tools available for the students and I to use. They also brought light to some technology software that would be helpful to integrate into math vocabulary, such as Kidspiration 2 and Wordle. Kidspiration 2 was mentioned in the article “Using Flexible Technology to Meet the Needs of Diverse Learners: What Teachers Can Do” (Wahl & Duffield, 2005, pp. 6-7) as “a tool to gather knowledge on a topic” and “allows you to build charts, tables, and graphs”. On our iPads, there are an abundance of Apps I could utilize for one-on-one instruction, small group instruction, or whole class instruction if I display my screen through a projector on to my Polyvision board (which I needed to put a work order in for, already). The tools mentioned here give students an opportunity to display their learning in different ways and provides them with choices in how they communicate their understanding of the material (Laureate Education, Inc., 2011). Another tool I will need is a digital journal/diary to organize my thoughts, experiences, and any feedback I gain from colleagues or students.

This master’s course provides me with a different type of tool for my plan to be successful, learning resources. I will continue to add to my knowledge about GAME planning, integrating technology into lessons in order to reach various types of learners and enrich my lessons, monitoring students progress, as well as my own, and evaluating my progress during and after my GAME plan is complete. These tools are also build my confidence and skills in the standards set by NETS-T.

This week, I have already begun to implement some tools, and I have taken steps towards strengthening my confidence and proficiency in these standards set by the NETS-T (NETS-T, 2008). After speaking with the technology teachers I discovered a class set of headphones, which could be utilized to listen to tutorials/podcasts on certain lessons in mathematics and other auditory usages. Moreover, I was able to sign my students into a functional computer lab for the students to practice their current math skills on two different interactive websites: www.IXL.com and www.studyisland.com.  My students and I will be use an online record book, provided by each website, to monitor individual progress and ensure their learning. This will also add to my own monitoring tools, so that I can work towards my own goals set. These actions are further recorded in my daily lesson plans.

Some steps I wish to take in the next week is to check up on a work order placed to fix the Polyvision board located my classroom. As soon as this advanced technology tool is up and running, my lessons will be more engaging and differentiated to meet the needs of all learners (CAST, 2012). Additional information I need in order for my GAME plan to be successful include a list of workshops, which would entail the use of technology tools to enhance lesson and differentiate instruction.

John Ross, PhD. (Laureate Education, Inc., 2011) suggests that UDL offers the idea that you can differentiate different technology resources to reach the different needs and skills of learners in the classroom. It is evident that the Universal Design for Learning is being implemented in the GAME plan.

Jacquelyn Caliente

References

CAST (2012). Learn about universal design for learning (UDL). In CAST UDL Lesson

            Builder. Retrieved from http://lessonbuilder.cast.org/learn.php

Laureate Education, Inc. (Executive Producer). (2011) Meeting students’ needs with

            technology, part 1. [Video webcast]. Retrieved from

            https://class.waldenu.edu/webapps/portal/frameset

NETS•T (2012). Retrieved from: http//www.iste.org/docs/pdfs/nets-t

            standards.pdf?sfvrsn=2

Wahl, L., & Duffield, J. (2005). Using flexible technology to meet the needs of diverse

            learners: What teachers can do. Retrieved from the WestEd website:

            http://www.wested.org/online_pubs/kn-05-01.pdf

Developing Your Personal GAME Plan

Introduction

         In the video, “Enriching Content Area Learning Experiences with Technology, Part 1” (Laureate Education, Inc., 2011), Peggy Ertmer, PhD mentioned the four “variables” for integrating technology effectively in the classroom. These four requirements are knowledge, confidence, beliefs, and support culture. Even though technology is always transforming and advancing, I can understand how one could stay confident and knowledgeable in utilizing these tools in the classroom. If one keeps themselves up-to-date with new technologies or improvements with already existing technology, they will be less overwhelmed and more confident. This process needs to begin somewhere.

         As I returned to The National Educational Technology Standards for Teachers (NETS-T), I was able to reflect on certain standards to strengthen my confidence and skill on. Developing a GAME plan can assist in strengthening my confidence and skills in those standards.

The two standards I have chosen to work towards achieving are:

4b  Address the diverse needs of all learners by using learner-centered strategies

      providing equitable access to appropriate digital tools and resources (NETS-T,

      2008).

2b  Develop technology-enriched learning environments that enable all students to

      pursue their individual curiosities and become active participants in setting their

      own educational goals, managing their own learning, and assessing their own

      progress (NETS-T, 2008).

Goals

         Implementing a GAME plan entails setting a goal, taking action, monitoring ones progress, and evaluating the outcome (Cennamo, Ross, & Ertmer, 2009). With this, I have set into place, two goals to accomplish as I improve my confidence and proficiency in addressing the various needs of students through the use of “digital tools and resources” and developing “technology-enriched learning environments” (NETS-T, 2008). The main goal I will work towards is to improve a lesson taught last year and enhance it by integrating at least technology into one aspect of that lesson. The second goal is to pass the knowledge I gain onto the students to build their confidence, in order to ensure for a richer and more confortable learning environment.

Action

         The first action I must take is to attend teacher seminars or workshops on topics related to differentiating instruction by integrating the use of technology. To be more proactive, instead of waiting for a flyer to circulate, I will do some research on my own through our district website, http://www.oldbridgeadmin.org to view the different workshops offered through our professional development committee. In order to develop technology-enhanced environments inside and outside of the classroom, I must first discover the variety of technology tool available to me in my school. The school’s technology “guys”, Harry Brennan and Thomas Towne, will be the perfect resources to expose me to the different technologies present, in my school and district. Most importantly, I will collaborate ideas and experiences with colleagues, parents, and students.

Monitor

              To monitor my progress throughout the GAME plan, I will begin to keep an online journal or blog to record new knowledge, experiences, or progress made as I work towards my goals. My lesson plans will be a clear record of my progress, as well. The professional learning communities online (PD360.com) will allow me to gain feedback from others to gain an outsider’s view on progress being made. Monitoring my progress will keep me on target to my goal without diverging. Also, if I find something is not working, I will be able to notice right away if my monitoring is more consistent. Furthermore, student feedback, completed assignments, and tests scores will assist me in monitoring the effectiveness of the goals set and actions implemented.

Evaluate

                          A fair evaluation of my overall accomplishments will be through my lesson plans. I will be able to assess my confidence and proficiency in the two objectives listed above from the NETS-T standards depending on how often technology is utilized throughout the lessons. Unbiased feedback from professionals outside my classroom will also make for an effective evaluation on the outcome. Lastly, the student feedback will provide proof whether my goal was accomplished or if it needs to be reevaluated. This new confidence will lead to extended learning.

                                                                                                             Jackie Caliente

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful

            classroom use: A standards-based approach. Belmont,CA: Wadsworth, Cengage

            Learning.

Laureate Education, Inc. (Executive Producer). (2011a) Enriching content area learning

            experiences with technology, part 1. [Video webcast]. Retrieved

            from https://class.waldenu.edu/webapps/portal/frameset

NETS•T (2012). Retrieved from: http//www.iste.org/docs/pdfs/nets-t

            standards.pdf?sfvrsn=2

Final Reflection:

Integrating Technology into the Classroom: Reflection

            In the first week’s Learning Resources, we read about personal learning theories of both behaviorist and constructivist ideas. It is important to understand how the brain processes, stores, and recalls information, in conjunction with providing positive and negative consequences and feedback. Teachers study the different ways students learn and create memories, in order to revise their teaching strategies based on these discoveries. Teachers are able to differentiate instruction using various teaching strategies, including technology, to facilitate and enhance student learning. Staying informed about how students learn and express their learning differently in the classroom alters the instructional and evaluation techniques used within each lesson. As I reflect further on my personal learning theory, I have come to the conclusion that understanding both cognitive, socialist, and behaviorist theories along with integrating technology into lessons is essential in accomplishing success in student learning. I plan to use a perfect balance of social, cognitive, behavioral learning, in respect with adding technology in the mix to instruct, introduce, reinforce, and assess students. The next revision I made to my personal learning theory is that students can also utilize technology in their learning process.

            This course has deepened my knowledge and understanding of learning theory and the use of the educational technologies. As stated before, I have learned through the resources and from my peers that educators who understand the way the brain works, along with their students’ individual learning styles, are more successful in integrating the use of 21^st century skills in the classroom, such as technology. Technology can assist in this process by providing multiple ways to reach a variety of learning styles by differentiating instruction using visuals, audios, socialization (intrapersonal), and interpersonal tools. Educational technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources of the teaching and learning processes and the technological resources used to implement the process (Lever-Duffy & McDonald, 2008). Technology is a valuable tool used to teach and learn, effectively. Teachers should integrate educational technology into their classrooms and allow different learners to experience hands-on activities and nonlinguistic strategies during the learning process (Laureate Education, Inc., 2010).

            As a result of my learning in this course, I will make some adjustments in my instructional practices regarding technology integration. Now that I am informed of and familiar with using technology tools such as online concept maps, VoiceThreads, blogs, wikis, and WebQuest, I am anxious to integrate them into my next year’s lessons more effectively for both instructional and learning strategies. VoiceThreads could be used to introduce a concept, give a summary of a concept/lesson learned, or display an end product. The component I enjoy the most about this technology tool is that the students and I could leave valuable feedback with the click of a button. Those who express themselves better by speaking can do so by using the microphone. If one particular student is shy or just communicates better through text, they could simply type a response. Even more so, VoiceThread is easy to use and access. Concept maps is another fun tool I was introduced to during this course. In my current lessons, I include constructing concept webs and Venn diagrams to show relationships between ideas. Online concept maps are definitely a modern technique to keep students engaged and productive.

            All of these technologies mentioned collaboratively make up my long-term goals I would like to make a part of my instructional practice. To be more specific, creating a more balanced and thought out lesson is without a doubt my biggest and most challenging long-term goals. I would like to integrate the technology tools previously mentioned in a more effect way by preparing concept maps, virtual tours, podcasts, etc. and apply these pieces to my introduction of concepts, reinforcement of ideas and skills, and as part of an end product as a result of a project-based learning activity. A second long-term goal I have set for myself is to plan for a more student-centered environment and provide the students with differentiated tools to learn and communicate their learning, especially through social learning. On a similar note, every student brings different learning experiences and prior knowledge to a lesson, so students could further enrich their learning through their peers. Making these students the focus of every lesson will keep the students engaged and interested in their learning. These goals will be a continuous process, because there is always room for improvement, and every student and mix of students is different and bring diversity to each lesson previously taught. I am currently planning the first few lessons of next year’s lessons and my goal is already in progress.

References

Laureate Education Inc. (Producer). (2010). Brain research and learning. [DVD].

            Bridging learning theory, instruction, and technology. Baltimore, MD:  Patricia

            Wolfe, Ed.D. 

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education,

           

            Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Connectivism and Social Learning in Practice

Connectivism and Social Learning in Practice

            The instructional strategies described in this week’s Learning Resources directly correlate with the principles of social learning theories. To begin, the social learning theory is described as an association of humans developing and sharing knowledge, while utilizing technology to facilitate and connect those networks (Kim, 2001). Cooperative learning relates to social learning theories because it too involves the integration of technology and invites the students to work together, in order to collaborate ideas and knowledge (Palmer, Peters, & Streetman, 2003). This way of learning provides various learning opportunities to improve students’ understanding of a concept through creating, analyzing, and applying their prior and learned knowledge. Students work together towards a common goal; however, each student is held accountable for their own work, as well.

            Some learning strategies that reflect cooperative or social learning theories are” Think Pair and Share”, “Jigsaw”, “Split-class Discussion”, “Send-a-Problem”, “3-Step Interview”, or by simply the students work in groups according to their ability, interest, friendship, diversities, age, gender, etc (Palmer, at el, 2003). All of these strategies require students to socialize and work collaboratively to share ideas, discuss topics, and solve problems. If implemented effectively, teachers and students will witness the benefits of cooperative learning. These benefits are observed within four categories: social, psychological, academic, and assessment (Palmer, at el, 2003).

           
            “Technology can play a unique and vital role in cooperative and/or social learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Some social networking and collaboration tools I explored this week include, Wikis, Blogs, VoiceThreads, WebQuests, Keypals, and other advanced technologies.

            Overall, students must to value working cooperatively and/or socially in order to learn or work towards a common goal, especially by way of the various technology tools that exist today and in the future. Social learning theories include peer collaboration, problem-base learning and instructions, WebQuests, and other methods that require cooperative learning with others (Kim, 2001).

                                                                                                          Jacquelyn Caliente

References:

Kim, B. (2001). Social constructivism. In M. Orey (ed)., Emerging perspectives on

            learning, teaching, and technology. Retrieved May 22, 2012, from

            http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism.

Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.),

            Emerging perspectives on learning, teaching, and technology. Retrieved

            May 22, 2012, from http://projects.coe.uga.edu/epltt

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with

            classroom instruction that works. Alexandria, VA: ASCD.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


*My URL for the VoiceThread I Created:

                     http://www.voicethread.com/share/3149085

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Here are technology tools I found interesting:

http://www.epals.com/

(Collaborative communication tool. FREE and easy to use!)

http://www.internet4classrooms.com/why_webquest.htm

(To create WebQuests)

http://webquest.sdsu.edu/templates/lesson-template1.htm 

(Shows how WebQuests are designed and work)

http://www.Edmodo.com

(online Blog)

https://www.google.com/calendar

(online calendar)

Constructivism in Practice

Constructivism in Practice

            In this week’s resources, we took a look at Project-Based, Problem-Based, and Inquiry-Based Learning/teaching approaches. Project-Based Learning engages students through cooperative explorations (Han and Bhattacharya, 2001). It focuses on creating a final product, and how the students choose, organize, research, and synthesis information (Han and Bhattacharya, 2001). The seven components of Project-Bases Learning are: learner-centered environment, collaboration, curriculum content, authentic tasks, multiple expression modes, emphasis on time management, and innovative assessment. Through our classroom discussion board, Stacy Martinez states, “Problem-Based Learning involves a real-life and realistic problem” (personal communication, May 2012), which students work towards solving. Inquiry-Based Learning is more precisely about finding a solution through carrying our specific steps and strategies.

            These learning approaches correlate with constructionism/constructivism. Constructivism is a theory of knowledge, which states that each student actively constructs his or her own meaning (Laureate Education, Inc., 2011). Constructionism builds on constructivism (Han and Bhattacharya, 2001) and is a theory where students build an external and/or sharable.  Problem-Based Learning is one form of constructionism. PBL includes authentic content, authentic assessments, teacher facilitation, clear goals, shared learning, and reflection with a student-centered learning environment and an emphasis on artifact creation in mind.

            As far as generating and testing hypotheses, we look at six tasks teachers could implement, in order to help students create hypotheses and test them. These six tasks are system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision-making (Pitler, Hubbell, Kuhn, and Malenoski, 2007). This processes directly relates to Project-Based, Problem- Based, and Inquiry-Based learning, without a doubt.  Every element within these methods of learning and instruction are seen throughout the procedures of generating and testing hypotheses.

Jacquelyn Caliente

Here is more on Generating and Testing Hypotheses.

If you visit this page, scroll down to the “Lesson Ideas” and “Technology Tools”.

 I found them interesting and applicable to some of your classrooms.

Maybe you will find the lessons inspiring!

Moreover, visit the site below to play strategic games related to planning and problem solving skills. You will have to click a second link titled, “Generating and Testing Hypotheses in order to find these games and more…

GAMES!

References:

Han, S., and Bhattacharya, K. (2001). Construction, Learning by Design, and Project

            Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching,

            and technology. Retrieved May 21, 2012, from http://projects.coe.uga.edu/epltt/

            Retrieved from http://projects.coe.uga.edu/epltt/index.php?

            title=Constructionism,_Learning_by_Design_and_Project_Based_Learning

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and

            constructivist learning theories [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&course 

            av=0&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with

            classroom instruction that works. Alexandria, VA: ASCD.