Monitoring my GAME plan

Each week I have continued to strengthen my confidence and proficiency by exploring strategies for seamlessly integration of technology into my content area instruction. As part of that journey, I will work through the process of developing, implementing, monitoring, and evaluating my personal GAME plan. Monitoring allows me to “continually think about and modify my current behaviors based on the thought processes that occur simultaneously with action” (Cennamo, Ross & Ertmer, 2009, p. 11).

  

Resources

The first requirement for my GAME plan was to incorporate my Smart board daily and implement my student response units to help assess my students both formally and informally. “This type of live polling of responses is ideal for monitoring learning through formative assessment and can help you and your students quickly determine content areas that require further instruction or where there are obvious gaps” (Cennamo, Ross & Ertmer, 2009, p. 145).  Since I have limited “Smart” knowledge, I must rely on the technology professionals from our county.  I sent an email to the technology department to inquire about up and coming Smart board trainings. Also, I sent a personal email to one of the specialists about learning the student response units.  I haven’t gotten a response from the general email pertaining to the trainings, but the personal email was replied to.  She offered to come out one day during our preplanning week to help get the students response systems up and running.  She also offered any help needed with the Smart board.  I was pleasantly surprised that she was so willing to meet me.  There are only two technology specialists for the whole county, so I didn’t have high hopes.

My second requirement was to use my position as department head to help guide other teachers with the use of technology.  I sent my principal an email asking to lead one of the sessions during preplanning.  The second day of preplanning is set aside for sessions such as teaching with inclusion, differentiation, building relationships with students, and TECHNOLOGY.  I will have 4 groups of teachers for 45 minutes each to help guide them through some simple tools to use with their students.  I am a little nervous that I may make a mistake or the internet will go down or something, but excited for the opportunity. 

Modify Action Plan

I may need to modify my action plan to allow for collaboration with our school keyboarding teacher.  My principal’s email response asked why I would teach technology when the technology teacher is the one qualified.  She thought I would be more apt to teach reading or writing strategies.  I told her I could incorporate them both, and she applauded my efforts, but has now wondered why our keyboarding teacher has not been more involved. Oops! “Teachers who lack knowledge of how to use technology are inadequately prepared to provide their students with meaningful access to technologies that may be readily available in a school” (Cennamo, Ross & Ertmer, 2009, p. 176).

Learned

I have learned that if you don’t ask for something, you won’t get it.  I just assumed that our technology specialists would be too busy to help me set up my student response units, and did not use the opportunity last year. Also, it is important to involve colleagues and administration in the planning and execution of my GAME plan to avoid any animosity.

Questions?

The only question I have so far is, can I use my student response units daily to check for understanding or does it consume too much time? From the technology specialist’s email, it sounds like the process of setting them up can be quite cumbersome, but once they are in use they can benefit class instruction immensely.

Resources

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

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

Carrying out the Game Plan

When exploring strategies for integrating technology into content area instruction, I worked through the process of developing, implementing, monitoring, and evaluating my personal GAME plan. In order to strengthen my understanding, I must carry out that game plan by becoming a self directed learner to promote professional growth.  “As a self directed learner I am able to respond to the rapid and continuous technological changes that inevitably will occur during my professional career, keep my skills up to date, and better meet the needs of my students today and in the future” (Cennamo, Ross & Ertmer, 2009, p. 7).

Resources Needed to Carry Out Game Plan

My first goal was to promote digital tools in my classroom environment by integrating Smart board lessons and student response units into my daily lessons.  The resources I will need in order to reach this goal include technology personnel and Smart board professional training given by the county.  Since this is my third year with my Smart board, I am pretty proficient incorporating the basic functions, but my student response systems just sit in the box for most of the year.  I need extensive training on how to add student’s names and ID numbers into the units, how to make assessments, save the information, and import the scores into my grade book.  I would also like to attend the expert level Smart board training to learn higher level skills and use the software to its fullest potential.

           

My second goal included using my position as a Language Arts department head to

educate teachers about the newest research, strategies, and technology available.  The resources needed in order to reach this goal include reading up to date literature, blogs, and researching tutorials that could be useful for teachers. Any suggestions of research that I could share with my colleagues would be greatly welcomed.

Intended Learning Strategy

“There’s an old proverb that says, tell me and I will forget, show me and I may remember.  Involve me, and I will understand” (Cennamo, Ross & Ertmer, 2009, p. 31).  The active learning strategy will help complete both of my goals because it’s the most natural form of learning, due to being hands on.  In order for me to master my Smart board and student response units, I must be an active participant and interact with each in order to understand how they operate.  I will also use the active approach when guiding teachers regarding research, strategies, and technology.  Instead of direct instruction using a Power point presentation, I would take them into the computer lab to practice the technology, so they can also experience “self directed” learning, thus creating a collaborative learning environment.

What steps have been completed thus far?

In regards to the Smart board, I have gained some knowledge through searching the Web for tutorials.  I was able to access the Smart Notebook Software for my home computer, so I am able to work on daily lessons at home.  In regards to the professional learning for teachers, I attended a summer seminar over a weekend given by PAGE (Professional Association of Georgia Educators).  During this conference, I attended many break off workshops regarding technology.  One presenter was very helpful in sharing the resources she uses most often in her classroom.  The URL she shared was: http://pageworkshop.pbworks.com/w/page/40878095/FrontPage  I believe my first step in educating teachers regarding technology is sending this URL to them, so they have a list of resources available.  From there, I can explain the function of each website and share ideas on how each website could benefit the different content areas. 

Emily Williams

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

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

GAME Plan

Introduction

To strengthen my confidence and proficiency using digital tools, self directed learning is essential in the implementation of technology into my content area.  Part of that journey includes developing, implementing, monitoring, and evaluating my personal GAME plan.  “The GAME plan requires you to think about and take steps to direct your learning process, specifically while learning about technology and how to integrate it into the curriculum.  Also, it enables you to customize your approach to learning tasks, to develop relevant skills that are important to you, and prepares you for life long learning” (Cennamo, Ross & Ertmer, 2009, p. 3).  Using the National Educational Technology Standards for Teachers (NETS-T), I chose two indicators to reflect upon in order to strengthen my teaching expertise. The two indicators include the design and developing of digital-age learning experiences and assessments and engagement in professional growth and leadership.

Goals

To design and develop digital age learning experiences, it is important to incorporate technology into the content area to promote student learning.  Since we have only two computer labs and one mobile lap top cart available for our entire building, I tend to dismiss the use of technology because of the scheduling hassle it creates.  Since I do possess an interactive Smart board and student response units, my goal is to incorporate these tools in my classroom daily to promote a digital learning environment that addresses all learning styles.  I would also require my students to be assessed weekly, either formally or informally, using the student response units.

The engagement in professional growth and leadership is an area I should have developed a few years ago.  Since I am the Language Arts department head, it is my job to educate our teachers about the newest research and strategies available for my content area.  My goal is to incorporate one technology facet into each of my professional learning segments, to educate the staff on the importance of technology and the tools available. I am certain that we have access to online homework pages, blogs, and parent portals, but most teachers do not use them because they do not possess the confidence or drive to attempt them.  I must assist them in becoming, “self directed learners,” so they can “select their own personal best practices and can explore multiple literacies” (Laureate Education, 2009, Davis).

Action

In order to ensure that I use my Smart board and students response systems daily, I must follow a few steps in order to reach my goal.  First, I must contact the people in charge of technology for our school district and request a class on the software associated with each piece.  I have used trial and error to get by, but proper education is essential when using the technology daily.  Next, I would need to adapt my old lesson plans to include the use of technology, but only to be used to “enrich the content” (Laureate Education, 2009, Cennamo).  Finally, I will set aside twenty minutes during my planning time, to adapt my lesson plans, practice my new learned skills, and reflect as needed.  

When engaging in professional development, I must first pursue “informal learning opportunities by reading books, completing tutorials, asking others, or searching the web to find answers to personal questions” (Cennamo, Ross & Ertmer, 2009, p. 9).  Before teaching the staff, I must be well versed in the tools being addressed. Then, I must open myself up to help with setup and troubleshooting issues that may occur.  Also, I must collaborate with our school’s business teacher in the teaching of these skills.  Finally, hands on practice is an “active learning” approach that would benefit all teachers.  Using a computer lab for teachers to practice, instead of lecturing to them, would be a more effective way for them to learn.

Monitor

The ability to monitor professional goals is enhanced through the use of reflection.  I have been in the practice of using a reflection notebook to record ideas on how my lessons have been going and what I can do next time to improve.  To add a technology aspect to my journaling, I will implement “online interactive journaling.” “Unlike traditional journaling, which is considered a personal process, online journaling establishes an interactive and collaborative learning environment” (Lee, 2010).   Reflective online journaling will allow me to keep an archive of my reflections, as well as, look for any feedback from other educators.

Evaluation

At the end of each nine week period, it is important for me to evaluate the usage of my Smart board and student responses units and the effectiveness of collaborating with teachers to help guide them to technology.  It is important to discover whether I have met my goals or need to keep working towards them.  Also, I need to ask myself, “What do you still need to learn?" and "Would I take different actions in the future?”  (Cennamo, Ross & Ertmer, 2009, p. 10).These questions can aid in the decision making process on what are my next steps towards success.

Conclusion

By piecing together a GAME plan, I was able to evaluate my technology knowledge and proficiency, and was able to set goals based on that reflection.  I intend to use these goals for my upcoming school year and hopefully each year after I can add another piece of technology to my classroom.

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). (2009). Enriching content area learning experiences with technology: Part two. [Webcast]. Integrating technology across the content areas. Baltimore: Davis.

Laureate Education, Inc. (Executive Producer). (2009). Promoting self-directed learning with technology. [Webcast]. Integrating technology across the content areas. Baltimore, : Cennamo

Lee, O. (2010). Facilitating Preservice Teachers' Reflection through Interactive Online Journal Writing. Physical Educator, 67(3), 128-139. Retrieved from EBSCOhost

Happy Fourth of July

I hope that everyone enjoys the fourth of July weekend!