Futher Progress on GAME Plan

To make sure I answer all parts of this week's assignment and to keep myself organized, I am going to use the bulleted list included in the Application instructions for week 5.

• How effective were your actions in helping you meet your goals?

The actions I have taken to meet my first goal of designing a summative assessment each 9 weeks have been helpful in helping me get the ideas and support to design these authentic projects. Initially these actions were enough. As I've gathered resources and ideas, I now need to revisit the actions and include some more concrete, maybe deadline oriented actions. (Although, there are deadlines worked in to the monitoring section of the GAME Plan.) I also need to include actions to create the materials for the students to complete the assessment.

The actions for my second goal--updating classroom website so it is more than just information--have been adequate. The action I now need is to encourage the students to make visiting our LexConnect a regular part of their routines for ELA.

• What have you learned so far that you can apply in your instructional practice?

As I am conducting informal surveys and discussing my GAME Plan with my students, and my progress with my students, the biggest thing I have learned that I can apply to my instruction is that not every student is as interested in using technology as I originally thought. I thought all students would be all over it. I have also learned that not all parents view the computer as an important tool in education. Students report of being grounded from the computer and are not even allowed to go on it for class use. So not only do I have to keep in mind that not everyone has up-to-date technology available to them, but also they may not have the desire or ability to use it if they have it.

• What do you still have to learn? What new questions have arisen?

One big thing I still need to learn, and this applies directly to my instruction, is how much of the technological application should I teach? How much do students need to know? How much should I let them explore and discover on their own?

Also, I need to learn more about ANGEL Learning System. I need to use it to its capability. Right now there is not anyone that knows all of the pertinent application to its fullest. I know there is a 20 hour professional development course that I can take to learn more about it. I will probably do this, although I don't need the hours, to learn more about ANGEL. In addition, I will continue to push my TIS to learn what she can so she can help me!

• How will you adjust your plan to fit your current needs?

I answered this question a couple of weeks ago, and I think the changes I made then are appropriate for where I am now, and I do not need to make further changes. My GAME Plan is both challenging, but not overwhelming. To recap those changes: My first goal is to create summative assessments for 3rd and 4th quarter of this year. I will wait until I get to know next year's students before I create ones for 1st and 2nd quarters. I need to keep in mine that I may need to change the assessments that I am creating this year.

The only things I will change for the gaol relating to my class website is using student and parent surveys for not only the evaluating part of the plan, but also part of the monitoring part. This will help me ensure that I am meeting the needs of all of the stakeholders in my classes and in their homes.

Week 4--GAME Plan

OK, well., last week I made much progress on my first goal of creating 1 summative (major) assessment primarily consisting of technology use for each 9 weeks. Right now, I have as my major assessment for the 3rd 9 weeks, an online inquiry project ending with a mind map or outline created on the program OpenMind. For this project, I will take time teaching the students how to develop a research question, locate and evaluate sources, etc. For the 4th 9 weeks, the students will use the information from their mind maps to create a multi-genre project using technology. I need to research and learn  more about glogster to see how I may use it. I have decided that if I have ideas for 1st and 2nd quarters for next year, that will be sufficient. The reason is that it is hard to create an assignment without knowing the needs of students that I don't teach yet!

This week I have been making strides on my second goal of using my LexConnect page more effectively to communicate with students and parents. This was jump started by the fact that much of what I need to do, I need to finish by February 15, in order to pass my Level II technology competency. So, I will make passing the competency my major method of evaluation. I think I will also move parent survey to how I will monitor how I am doing because I want results from the survey before I turn in the links to be evaluated. In addition to the added evaluation (that I had forgotten all about), I have also learned that the students can turn in assignments via a dropbox on the LexConnect site. I mentioned to the students that we may begin moving toward this when major papers are due. They reaction was positive. The students have a book review due on February 4, so I am going to get volunteers from the interested students to do a dry run so we can get all the kinks out. On February 11, the students have an editorial due, and hopefully, all will be able to turn their papers in via the dropbox for that assignment. I am going to play that one more by ear, and maybe make it optional that time, as well. I want to see how the book review turn-in goes first.

GAME Plan Progress, or Lack Thereof

Design and Develop Digital-Age Learning Experiences and Assessments

Goal--create a summative assessment each 9 weeks that incorporates the major genre focused on for the 9 weeks
Actions--research examples of summative assessment; use my Techonology Integration Specialist and/or Liteacy Coach to help design the assessment; gather ideas from colleagues, classmates, members of English Companion Ning

I have made a bit of headway working on this goal. The students will begin working on a multi-genre project this 9 weeks. The project, however, will be completed during the 4th 9 weeks. We will begin on the students multi-genre project by using the inquiry plan that I created in the Information Literacy/Online Inquiry Class. We will spend 3 weeks learning the proper way to perform online inquiries. The product to come from this portion of the assignment will be a concept map organizing the information the students collected during their "hunt." The map must include links, and embed an audio or video clip.

I sat down with the literacy coach and mapped out this 9 week's plans, ideas for mini-lessons, etc. We discussed ways to incorporate technology, but not so much for the final product, more as aids for struggling students. My next step is to sit down with my TIS to gather more ideas, to help firm up some plans, and to schedule some team teaching days.

For the 4th 9 weeks, the students will complete the project by writing anywhere from 7-9 genre to present their information. This will definitely include technology, and may even be fully presented technologically. I have not decided on the assessments for 1st or 2nd quarter yet, and I will be working toward that once I've completed the plans for 3rd and 4th 9 weeks.

Throughout my coursework with Walden, I have been introduced to many programs that I would like to introduce to my students. I just need to sit down and reaccquaint myself with some of them. I shared some of the different sites with the students so they can begin playing with them and familiarize themselves with them, including: http://www.xtranormal.com/ , http://www.wordle.net/ , and http://www.tagxedo.com/ .


Model Digital-Age Work and Learning
Goal--turn my LexConnect page from just one of information to one of learning, reteaching, enrichment, and parent resources to help students
Action--look at other teacher's LexConnect page, ask parents what would be helpful items for them to see, ask the students what type of content would be most beneficial for them to see, consult with my TIS to use LexConnect to its fullest capabilities

Sadly, with all of the progress I made on the first goal, I have not made much on this goal at all. Honestly, I didn't even update my LexConnect page this week. What I need to do is gather some information from the parents about information that they would find helpful on LexConnect (my teacher web page). I plan to send out a survey created on http://www.surveymonkey.com/ . Again, I will use my TIS as a major resource. I will ask her (and through her, the TIS learning community) to show me exemplary teacher web pages, so I can gather ideas. I also need to learn more about the capabilities of "Angel," which is the name of the network that houses our webpages. I think it is a lot like Blackboard or eChalk, or maybe be the most recent incarnation of one of them. This is the first year our district is using it, and it has only been up and running since mid-October. So, I will take any advice, hints, tips, etc.!

GAME Plan for improving my teaching and my students' learning with the NETS-T teaching standards

The International Soiciety for Technology in Education (ISTE) has created technology standards not only for students, but also for teachers and administrators. After looking at the standards for teachers (NETS-T), I have identified 2 standards that I need to work toward improving. By working on both of these standards, not only will my students' learning be enhanced, but my overall teaching, classroom community, and class program will be pushed to another level.

1. Design and Develop Digital-Age Learning Experiences and Assessments
• Goal--create a summative assessment each 9 weeks that incorporates the major genre focused on for the 9 weeks
• Actions--research examples of summative assessment; use my Techonology Integration Specialist and/or Liteacy Coach to help design the assessment; gather ideas from colleagues, classmates, members of English Companion Ning
• Monitor--keep myself of the same schedule as the rest of the department as far as completing assessment plan, remain on the same schedule as we collaboratively plan, post updates on blog for any interested party
• Evaluate--ask for opinions from colleagues regarding rubric to see if the assessment is truly assessing the stated standards at a proficient or advanced level; compare student proficiency on assessment as opposed to pre-assessment; conduct student surveys
2. Model Digital-Age Work and Learning
• Goal--turn my LexConnect page from just one of information to one of learning, reteaching, enrichment, and parent resources to help students
• Action--look at other teacher's LexConnect page, ask parents what would be helpful items for them to see, ask the students what type of content would be most beneficial for them to see, consult with my TIS to use LexConnect to its fullest capabilities
• Monitor--work with Literacy Coach to help hold me accountable, have data managers in each class that help manage the data and content on each class' page
• Evaluate--conduct student and parent surveys, ask for feedback from colleagues, classmates, and administrators

I really think that the first of my goals will the hardest. I have block when it comes to English. To me, everything seems like it is doing the same thing in new ways. There are so many neat simulations and applications to use for other content areas. I would love to use more problem based learning, but wonder if there is too much "other" content for the students to deal with before getting to the actual English content. So, if anyone has any ideas, I am open!
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.


International Society for Technology in Education. (2008). NETS for teachers 2008. Web. 12 Jan. 2011

Reflection of Course

I can honestly say that this class, Understanding the Impact of Technology on Education, Work, and Society was not at all what I thought. That is a good thing. I expected theories, and this is what you should do, and go practice using this bit of technology, and would be very scholarly, and of little practicality. I am so glad that at the forefront of the class and our success in the class was using the technology we focused on each week. This, most importantly, helped me to develop my technology skills. For two years, I have been badgering my Technology Integration Specialist at school to get together with me and figure out how to do wikis. My media specialist has recommended to me on several occasions to explore the use of podcasts in my class. Both of these technological applications kept finding themselves at the bottom of my “to do” list, replaced by other teacher-things. This class not only enabled me, but forced me, to explore both of these applications of technology. In addition, I have gained a better understanding of blogs, their uses, etc. In fact, it has pushed me to go beyond thinking it was a good idea to use more technology in my classes to actually using it. I think it also gave me the confidence to defend my use of technology as well as helping me sharpen my skills.




There are three ways that I am going to expand my knowledge of technology integration. I want to experiment more and become more adept with using Audacity and creating podcasts. In addition, I want explore the use of video and publishing mini-lessons on the parents web page. I want my students to begin developing videos, too. I absolutely loved the “In Plain English” videos we watched and think we can create In-Plain-English-esque videos for class. The other way I need to expand my knowledge is to create lessons of interest for English. I sometimes think that having the students just publish their work on my Adamsland Ning is doing the same thing in a different way. I know that I need to teach reading and writing standards, but I want to do so in new ways. I want to use technology to take my lessons to a different level, to engage and motivate the students. I also need to find a balance between teaching the reading and writing standards and the technology standards that all of our students need to know.



My first long-term goal is to go paperless in two years. I have been toying with this a bit this nine weeks. We’ve gone through four weeks of this quarter and everything the students have turned in has been turned in electronically. It has been successful so far. I think that the leap is not as large as one would imagine. With my school’s Smart Board technology even quizzes and tests can be done electronically. I also plan to use human resources available in my district to help me write a grant to get a classroom set of laptops. I know that Apple may have such grants. I am going to spend a couple of months researching, then collect my data and work with our grant-writing expert. I know I am going to use the go paperless, go green idea as my slant.

My second goal is to record mini lessons for our grade level standards and indicators to be used in a variety of ways: for students who are on homebound, for parents to help students who are struggling, so students who are absent will get a closer experience of “being there,” to use as model lessons in school and district training, for personal reflection, for other teachers to use for re-teaching purposes. This is a bit frightening, but I think it is a leap I need to take. Not all of the recorded lessons will just be audio-visuals of me teaching. I am thinking that I will use the students to create some where they are doing the teaching, or we are teaching and learning in tandem. I see this as an exciting venture.

These past eight weeks have flown by. They have been fun and frustrating at the same time. I appreciate my classmates that have learned and struggled with me and have excelled and celebrated with me. I feel like we have finally created a learning community built on a shared vision and collaboration.

I almost met my match with this assignment. Ironic that it was on a week when I'm processing the "digital natives, digital immigrants" debate. Had a wonderful discussion recorded with 5 of my students. Assumed--I know, I know about assuming--that when something is recorded it's saved. If you have a question about it, I'll tell you. It's not. I've had many a "save issue" since I took my Brother word processor to college in 1990. You'd think I'd learn, wouldn't you?

Anyway, below is plan B, using my sisters, each with their unique link to technology in education. Enjoy!

P21.org--Bridging the Gap

I really like the rainbow that is the icon for Partnership for 21st Century Learning (http://www.p21.org)./ But rather than just thinking of it as a rainbow, I view it as a bridge. A bridge that connects education's core content (which I was very happy to see included more than just Math, Science, Engllish, Social Studies, but includes the arts, world languages, etc.), Life Skills, Information, Media, and Technology Skills, and Learning Innovation Skills. But, it doesn't stop there! It also includes standards, instruction, assessment, professional development, and learning environment. I bothered to list all of this because each component has been addressed piecemeal for years. Never before have I seen it come together in one movement or push. It appears that the Partnership for 21st Century learning has done that. I must send out major kudos to the foundation for including professional development. This is a bone of contention for me because faculty meeting after facutly meeting we are told, "Students need to use more technology." End of story, nothing else--until the next faculty meeting. So, Bravo, P21!

The mission of P21 is "To serve as a catalyst to position 21st century readiness at the center of US K12 education by building collaborative partnerships among education, business, community and government leaders." I like this for one word "collaborative." Working together with business,community and government is what needs to happed. There is a difference between the business, community, and government dictating what should happen and working with these entities. I think the dictation is what happens now, in my limited knowledge. I would love to see more collaboration!

As far as the site goes, I get lost. I click links that take me to things that I want to peruse, but get lost in loops and can't find my way back to the home. I think that by it not being too busy, it is does not tell me enough about what is found within the site. I think this is why I get lost. I cannot wait to return to check out the videos because I think this will help me in my instruction. I am very picky about resources, and want to use them when I know I can go back tomorrow and use them in my daily instruction.

What I applaud the site for is not hitting visitors in the face with the partners. With Apple, Dell, ATT&T, ASCD, AASL, Pearson, AOL, etc. partnering to encourage 21st Century Learning, it could've turned into a seeming advertising free-for-all if they all were vying for top position on the home page. I like the understated way the partners are presented. To me it communicates that each truly cares for education.

To me the Partnership for 21st Century Learning is advocating good, strong, balanced teaching and educating. It is what we all need to be doing, from teachers to administrators at the topmost levels. I hope that soon the few states that are participating will be joined by others, especially South Carolina!