NETS-S and GAME Plans

I have always considered myself a student of learning. How is it possible to teach students without having a clear understanding of their position as learners? Creating my own GAME plan allowed me to break up the learning process into small, manageable steps. Effectively utilizing technology in the classroom can be overwhelming and frustrating in the beginning stages due to the unknown and period of simple trial and error. Welcome to the world of our students.

Effective teachers support student learning when they “model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community” (ISTE 2007). Encouraging students to use the GAME plan to create goals, create a plan of action, monitor, and evaluate teaches students that learning is an on-going process and never is complete. Through technology, teachers and students now have the capabilities to extend learning far beyond the walls of a classroom.

The GAME plan lends itself well to problem-based learning. Here the students could create a goal based on a problem. By asking essential questions, the students can develop a plan to find a solution to their problem. Throughout the process, the students would be asked to monitor their progress and determine if changes need to be made to the plan. Finally, the students would be asked to evaluate the end result, reflect upon what they learned throughout the process, and determine if follow up steps are needed. Utilizing the GAME plan format encourages students to become conscious of their decisions as learners.

The NETS-S promote utilizing technology to teach creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving, and decision making, digital citizenship, and technology operations (ISTE 2008). Each of these skills can be practiced when technology is used to find a solution to a problem-based lesson designed using the GAME plan.

References:

http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx

http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx

Evaluating and Revising my GAME Plan

Revisiting your goals is always beneficial as it requires reflection. Acknowledging one’s accomplishments is critical to remaining on the path towards an ultimate goal. In this case, I am trying to become more proficient in using technology to advance learning in and outside of my classroom. I am proud to say that my class webpage is up and running and I have already received several emails from parents regarding the information it provides. Granted this is a work in progress, but I look forward to the day when it is simply commonplace to update my webpage with relevant information and parents reference it frequently to stay up-to-date with our classroom happenings. You can visit it at http://minnie.hartlandschools.us/groups/msseiterskindergartenclass/. I welcome any comments or suggestions that you may have.

My second goal is to become more knowledgeable about interactive whiteboards; SmartBoards, in particular. After conversing with a colleague, who is also a member of the technology team, we decided that it would be beneficial to create a database that contains links to the different interactive whiteboard resources. Creating such a database would increase the likelihood that other teachers would use such resources to integrate technology in their classrooms. In addition, we also hope to evaluate these resources to ensure that we are using the best learning resources for our students. Understandably, this will be a project that could be years in the making; however, the discoveries that will occur along the way will help guide me in the right direction of become more proficient in integrating technology into my classroom.

Evaluating my GAME Plan

The final step of a GAME plan is a critical component to determining success and/or possible next steps. To support the development of self-directed learning, it is important to “reflect on how well you have met your goals and determine whether you should modify your strategies for future learning tasks” (Cennamo et al., 2009, p. 3). Prior to setting my goals for my GAME plan, I wanted to increase my effectiveness in communicating important classroom information and fun happenings with my students’ families. Creating a class webpage seemed like a natural first step. With my webpage constructed and ready to be made public, the goal of constructing a webpage is complete; however, future evaluations must be made to determine its effectiveness by asking for parent feedback. This will be a work in progress for quite a while.

My second goal was to become more knowledgeable about interactive whiteboards as I am anxiously awaiting the arrival of mine in November. To better familiarize myself with how to utilize an interactive whiteboard to support student learning, I subscribed to a variety of elementary technology blogs and frequently review their updated posts. Educational technology blogs such as http://ilearntechnology.com/ and http://primarytech.globalteacher.org.au/ have posts that often contain links to engaging activities and descriptions as to how to best integrate these tools into the classroom. Staying up-to-date on these informational blogs helps to maintain my enthusiasm about integrating technology in the classroom and extends my GAME plan for years to come.

Reference:

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.



 

To recap my GAME Plan, I have created two goals for myself that are in accordance to the NETS-T standards. To meet the Model Digital-Age Work and Learning standard, I am creating a class website that will increase my ability to communicate relevant information to my students’ families. Concurrently, I am taking steps toward becoming more knowledgeable about Interactive Whiteboards through professional discourse and my own research.

My class website is a work in progress but I am planning on making it available to parents at the end of the week. Having looked at other teacher’s websites, I had a good idea as to what components I wanted to included on mine; however, I look forward to gaining the parents’ insight into its effectiveness in communicating classroom information. In conjunction with the website (which is actually a wiki), I have an attached blog where I plan to include updates about the classroom happenings. While the wiki will be more informational, I hope that the blog will provide the families with a better understanding of what is actually happening within the four walls of our classroom through pictures and conversational text.
This week, I met with the school technology committee to discuss the upcoming installation of our Promethean Boards. With deadlines in place, it is all the more critical to have a tentative plan as to how I would like to integrate this piece of technology into my already functioning without Kindergarten classroom. Fortunately, one visit to Promethean Planet is all it takes to provide me with plenty of ideas, as it contains numerous flip charts that are relevant and applicable in meeting the standards in our core curriculum.

This week’s learning resources has left me thinking more about using technology as assessment tools and assessments in general. Cennamo, Ross, and Ertmer (2009) emphasize the importance of jointly planning lessons and assessments. They also remind educators to only use technology as an assessment tool when it facilitates learning, and is “not simply a novelty” (p. 146). I think this is an important idea to reflect upon. As new technology infiltrates our classrooms (some more quickly than others), much thought must be given to how it should be best incorporated to ensure that teachers are still using best practices as instructional strategies. Technology such as wireless responders fulfills these guidelines as they allow teachers to receive immediate feedback about specific concepts assessed through a forced-choice assessment. Students, in turn, also benefit as they receive the same feedback in an engaging manner. I look forward to having access to this tool in the near future.

Reference:
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

GAME Plan Revisited

My GAME plan already needs to be tweaked. I decided that I would like to create another goal that is more measurable and will have an immediate impact on how I communicate with parents. This year, I plan to create a class website that will contain all important information pertaining to my class. Although I know that this is a large undertaking, I feel that it is critical to finding my place in a family’s busy lifestyle.

My district recommends teachers to create their websites in the form of a wiki. Although I am relatively familiar with how to create a wiki, I have located a how-to guide to assist me with the basics. I also have referred to many other teacher websites, noting the most commonly included information. Examining other websites provided me with greater clarification as to the direction in which I should be taking with my own website.

My other goal outlined in my GAME plan is to become more knowledgeable about my future Interactive Whiteboard. Although I will be receiving district training about how to use the equipment, I want to have a better idea as to how to incorporate it into my Kindergarten classroom. I have already subscribed to several technology blogs that provide Interactive Whiteboard ideas. Sifting through activities found on www.ilearntechnology.com and http://primarytech.globalteacher.org.au/ has allowed me to determine which activities are aligned with my curriculum. Dr. John Ross reminds teachers that sometimes you have to “train yourself to go out and find information” (Laureate Education, Inc., 2010). Fortunately in this day in age, a simple Google search can get you headed in the right direction – well, most of the time that is.

Reference:

Laureate Education, Inc. (Executive Producer). (2010). Integrating Technology Across the Content Areas. Baltimore: Author.

Developing my Personal GAME Plan

My students deserve a teacher who has a desire to be a continual learner. The GAME plan as outlined by Cennamo, Ross, and Ertmer (2009) provides easy steps for self-directed learning. After reviewing the NETS-T standards, I feel that focusing on two areas will directly influence my effectiveness as a teacher and a proponent of technology integration in the classroom.

Set Goals:
My goals fall under the Model Digital-Age Work and Engage in Professional Growth and Leadership categories. My first goal is to become more knowledgeable about my soon to come Interactive Whiteboard and how to effectively integrate it into my Kindergarten classroom. My second goal is to become an active member of the school technology committee to ensure that technology integration in the classroom is being recognized as an issue of importance.

Take Action to meet those goals:
To become more knowledgeable about my Interactive Whiteboard, I plan to attend any offered trainings and communicate with those that have already successfully integrated its use in their classroom via educator technology forums and online discussions. There are also many websites available that have Interactive Whiteboard resources. Frequently reviewing websites such as www.ilearntechnology.com will ensure that my newfound practices never become mundane. Becoming a member of the school technology committee is the first step to achieving my second goal. Since the committee sets goals for itself, I plan to actively participate in helping the technology committee achieve such goals.

Monitor progress toward achieving goal:
I plan on keeping a journal to document the outcome of various lessons involving the Interactive Whiteboard. What went well? What should I change? Were the students engaged? Was it an effective use of technology? Answering these questions will better prepare me for discussions with my colleagues about technology integration and how to best use an Interactive Whiteboard. Monitoring my progress for my second goal may prove to be more difficult; however, if I can expand the conversations about technology to include how to use technology to inform instruction and engage students in learning then I feel that I will be making progress in achieving my goal.

Evaluate whether the goals were achieved:
Achieving my first goal will undoubtedly take years as it requires much trial and error; however, I will feel satisfied when I can foresee the success of a future lesson involving my Interactive Whiteboard. Only then will I know that I am on the path to truly utilizing this technology tool to promote student learning and engagement. Achieving my second goal can be determined by what goals the school technology committee chooses to create for the following school year. These goals should contain a focus of technology integration in the classroom if I truly was an active participant in discussions with my colleagues.

Self-directed learning is not only meaningful but it is also critical to being an effective teacher. “As a self-directed lifelong learner, you’ll be able to respond to the rapid and continuous technological changes that inevitably will occur during your professional career, keep your skills up-to-date, and better meet the needs of your students today and in the future” (Cennamo et al., 2009, p. )

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). National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers. Retrieved September 14, 2010, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

Reflection

The Internet does not leave today’s students awestruck because of its many capacities; it is simply an everyday tool. Many teachers recall referring to hardcover encyclopedias and maybe even, an informative computer program to locate information about particular topics. Not surprisingly, these are things of the past. Just as we were taught to locate information in an encyclopedia, today’s students must be taught how to use the Internet effectively as a learning tool. Throughout the past few weeks, I have gained a greater understanding of how many new literacy skills must be taught in order for students to become proficient in the 21st century. Simply put, the definition of “literate” has definitely changed.

The new literacy skills include: questioning, searching, evaluating, synthesizing, and communicating. Prior to this course, I simply went through the motions of using these skills in my everyday life and never put much thought into the importance of the skills. Although many of these skills were self-taught, today’s students need explicit modeling and guided practice beginning at the early stages of their schooling careers because they will be required to develop and use these new literacy skills in order to be considered literate in the 21st century.

One goal that I am creating for myself is to utilize more collaborative learning, especially with others outside of our school and classroom. Will Richardson states that it is important for our classrooms to have “thin walls” when teaching our students the new literacies. “If we sincerely want to prepare students to read, write, and edit their way through complex online networks, we need to make these literacies part of the way we do business as educators/learners” (Richardson, 2009, p. 31). To support this thinking, I plan to set up a collaborative project with one of my good friends who teaches Third Grade at another school. Every year, my Kindergarten class creates a fairytale during our fairytale unit and this year, I think it would be fun to create a digital fairytale between the two classes. This project would promote imagination and collaboration amongst the students in my classroom and it would provide a framework that allows for creativity in a timeframe that is appropriate for my students’ attention span. Such a project will not only teach my students valuable collaboration and new literacy skills, but they will also have a product that the students will be proud of.

Reference:
Richardson, W. (2009, March). Becoming network-wise. Educational Leadership, 66(6), 26–31.