EDUC 6713-Week 4:Monitoring My GAME Plan Progress

The lesson opened this week with a quote from Johann Wolfgang von Goethe. It said, “Correction does much, but encouragement does more.” This quote is indeed a true statement. Throughout the construction of my GAME plan, I have received much encouragement, for that I am very appreciative. Helpful ideas, websites, and other resources are indeed aiding me in accomplishing my plan. I am finding the resources I need to carryout my plan with the help of my school’s technology specialist. We have been working together teaching each other, which exemplifies a TEAM (Together, Everyone, Achieves, More). I have ordered resources on wikis, pod casting in the classroom, and much more to give me ideas and projects to incorporate these new digital tools.

Now, I do not feel as though I need to modify my action plan. It is certainly working out for me. I have also taking things a step further and have already registered for classes at my school district’s Teacher Instruction Fair in January. I have learned that learning new ideas and ways to teach my students is definitely a task. However, it is a rewarding task because I know I am obtaining knowledge that will help them in all of their future endeavors. Keeping a journal and collaborating with my colleagues has also been very beneficial. Just as I quoted before, “Overall, when we set goals, tack action, monitor our learning, and evaluate our progress, WE take control of our own learning process. Being a self-directed life-long learner, we will be able to respond to the rapid and continuous technological changes,” (Cennamo, Ross, and Ertmer, 2010).

Happy Thanksgiving!

-Farena

Resources:

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Belmont, CA: Wadsworth Publishing

EDUC 6713-Week 3 Blog Post: Carrying Out Your GAME Plan

Reflecting on my GAME plan, I am reminded through our learning resources that, we as teachers, “are one of the biggest factors in providing access to learning resources in a way that is sensitive to the individual and cultural needs of our students. We have to ensure that all students, whatever their backgrounds or abilities, have equitable opportunities to use all of the technology resources available in an interactive classroom with an atmosphere that respects students and provides ample opportunities for students to build on and extend their knowledge and skills,” (Cennamo, Ross, and Ertmer, 2010).

The Goal of my GAME plan is to implement new digital tools into the classroom to further engage my students in their learning. In addition, increase my knowledge of technological advances in order to better serve my students. In order to carry out my plan, there is a variety of resources than can be used. Beginning at school, my IT specialists as well as other teachers are resources that will aid me in carrying out my goals. In addition, the South Carolina Business Education Association, the National Business Education Association, the South Carolina Middle School Association, ISTE, NETS are all valuable resources to help me carry out my plan. Attending conferences, conducting research on their websites will give me the ability to learn the new digital tools I would like to implement into my classroom. At conferences, I will be able to collaborate with other business teachers to gain further knowledge.

Taking the step of being a member of the South Carolina Middle School Association as well as the South Carolina Business Education Association is a step in the right direction of carrying out my GAME Plan. Again…a work in progress!! :)

Resources
http://www.iste.org/
http://www.scbea.org/
http://www.nbea.org/
http://www.scmsa.org/

References
Cennamo, K., Ross, J. & Ertmer, P. (2010). Technology integration for meaningful
classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

EDUC 6713-Integrating Technology Across the Content Area

The National Educational Technology Standards requires that “teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments,” (Cennamo, Ross, and Ertmer, 2010). “Teachers promote, support, and model creative and innovative thinking and inventiveness. They engage students in exploring real-world issues and solving authentic problems using digital tools and resources,” “Teachers promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes and model collaborative knowledge, construction by engaging in learning with students, colleagues, and others,” (Cennamo, Ross, and Ertmer, 2010).

Reflecting on the NETS Standards, My GAME Plan will be developed based on the standards Modeling Digital-Age Work and Learning and Engaging in Professional Growth and Leadership. Modeling and facilitating effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning,) In addition, participate in local and global learning communities to explore creative applications of technology to improve student learning, (www.iste.org) .

G-(Set Goals): To implement new digital tools into the classroom to further engage my students in their learning. In addition, increase my knowledge of technological advances in order to better serve my students.

A- (Take Action): Working with my school’s technology integration specialist to gain further knowledge on the different types of digital tools that are being used and have yet to be introduced to my computer lab. Also, increase my knowledge in the technological advances by attending in-services, field trips, registering and attending business and technology conferences to gain knowledge and materials.

M- (Monitor): I will monitor my progress by using a journal/portfolio. In that, I can reflect on a daily basis as to what lesson was right, what was wrong, and what I can do to improve.

E-(Evaluate/Extend): I will evaluate my learning through principal observations and the technology specialist observations. Reading their feedback as well as seeing how the students implement the new tools, will determine whether or not it was successful. There is always room for improvement in all that we do. The GAME Plan is definitely a work in progress.

“Overall, when we set goals, tack action, monitor our learning, and evaluate your progress, you take control of your own learning process. Being a self-directed life-long learner, you will be able to respond to the rapid and continuous technological changes,”(Cennamo, Ross, and Ertmer, 2010).


References
Cennamo, K., Ross, J. & Ertmer, P. (2010). Technology integration for meaningful
classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

National Education Standards for Teachers (NETS-T). (2008). Retrieved November 9, 2009 from http://www.iste.org.

EDUC 6712 Supporting Information Literacy and Online Inquiry in the Classroom

Week 8: Final Blog Posting-EDUC 6712 Supporting Information Literacy and Online Inquiry in the Classroom

-“The Internet is the most powerful convenient and potentially manipulative medium ever invented. It can give you any version of the truth you are looking for. Not only does information expand and change every day, the rules for finding information also change,” (November 2008).

This course opened by saying, “just because our students are able to cruise through the Internet with speed and what looks like skill doesn’t mean they know what they are doing,” (Walden University, 2009). Throughout this course, we have learned how to implement 21st Century skills to prepare our students for the fast changing technologically advanced world we are living in today. We have learned what it means to be literate. In addition, I have learned various multimedia and Internet technologies effectively, in order to teach our students.

The most striking revelation I had about teaching new literacy skills was the different ways of teaching these skills to my students. This course really opened my eyes and introduced me to the QUEST model. Eagleton and Dobler stated, “If we want children to be deeply engaged in conversations about issues of great significance, in books, we must not only teach them how to read, but show them how to reason,” (2007). The strategies presented in this course showed me how to be even more creative and think of ways to present information to my students. One key factor is teaching our students how to think creatively. Kuhlthau said that, “when we capture their imagination, they begin to think creatively and creativity solves problems for life, (2007).

This course has influenced me to continue to give my students the right tools, provide them with a critical mind, and make the right connections, (Jukes, 2007). Implementing what I have learned already in my class, my students are learning the value of conducting research, how to read information, analyze it, and solve it. My job as a teacher is to ensure my students have the skills to survive in the world in which we live and be successful.

In order to build upon what I have learned from this course, my goal is to continue to teach the 21st century literacy skills through the QUEST model and using the inquiry based unit plan format. This course’s foundation states that, “through inquiry, facts are learned, not by rote, but by the process of in-depth exploration with the following benefits. The material that is learned will be remembered for a long time, not forgotten at the end of the test, and the learner will not only have a solid grasp of a domain of inquiry, but develop a passion for a subject that can last a lifetime,” (Walden University, 2009). Overall, I have truly enjoyed this course and will continue implement the 21st century literacy skills. In teaching my students, I will continue to produce life long learners.

Thank you!

Resources

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.

Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Located at http://www.committedsardine.com/handouts/twca.pdf.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Westport: Libraries Unlimited.

November, A. (2008). Web literacy for educators. Thousands Oaks: Corwin Press.

Walden University Supporting Information Literacy and Online Inquiry in the Classroom Course Home Page. Week Four. Retrieved September 28, 2009 from http://sylvan.live.ecollege.com.

Week 8-Effective Bridging of Technology and Instruction-Reflection

“By learning you will teach, by teaching you will learn.”
-Latin Proverb

“The human mechanism of incorporating new knowledge behaviors and skills into an individual personal repertoire broadly defines learning,” (Lever-Duffy & McDonald, 208). Reflecting on my personal theory of learning, I am still a firm believer that students learn by doing. When they are actively involved and engaged in hands on activities, true learning takes place. This course has enhanced my effectiveness as a teacher by implementing instructional strategies and technology tools to increase my student’s learning.

Reflecting on immediate adjustments, regarding technology integration, two instructional tools I would use with my students will be note taking, cues, and questions. This course has taught me that when you provide cues and questions, your students have a clearer sense of what they are going to learn, (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teaching my students how to take notes would definitely aid in their comprehension of the information presented. Dr. Orey mentioned the Dual Coding Hypothesis in our media learning that students’ information that they learn is stored as images, (Laureate Education, Inc., 2009). Implementing tools such as teacher based notes, combination notes, Inspiration, and PowerPoint are just a few tools that will give them the ability to see what I am expecting them to learn when lessons are being taught. This course also taught me “when students work with computer technology, instead of being controlled by it, they enhance the capabilities of the computer and the computer enhances their thinking and learning,” (Orey, 2001).

Overall, this course has given me many tools and strategies to make my classroom more effective and enhance my student’s learning. My ultimate goal is to continue to inspire my students. William Arthur Ward stated that “teaching is more than imparting knowledge; it is inspiring change. Learning is more that absorbing facts, it is acquiring understanding.” It is that understanding that creates the life long learner in my students. From this course, two goals I would implement throughout the remaining of my teaching career will be to render positive feedback and recognition to my students more. Pittler, Hubbell, Kuhn, and Malenoski stated that feedback is the most powerful single innovation that enhances achievement, (2007). In addition, recognizing students positively influence their attitudes and beliefs. This course has indeed opened my eyes to ways of integrating technology in the classroom. It has given me the ability to implement a more learner-centered classroom, which will in return give both my students and me a chance to learn.

Thank you!

Resources

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education,
Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved 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.

Week 5-Voice Thread

Hi Everyone,

This is my first time completing a voice thread. I hope I did it right. This voice thread is in regards to a current situation we have in our school district. Due to the budget, we are having "Content Recovery" instead of having actual summer school this year. The district isn't paying for those students who are on free or reduced lunch. Also, students are only allowed to take two courses during content recovery. Finally, the cost of this program is based on the grade the student made in the class for the academic school year.

Looking forward to hearing or reading your thoughts! Thanks!

Enjoy your weekend & the Summer Vacation!!! :)

Here's the link to my voicethread:

http://voicethread.com/#b528728

Cooperative Learning & Social Learning Theories

“Just like anything else that involves human experience or interaction, the act of learning does not happen in a vacuum. It is at the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs,” (Orey, 2001).

The 21st Century learner indeed learns differently from those students of the past. Today in the techno-savvy world that we live in, many strategies have been implemented in order to prepare our students for the fast-paced world that is driven by technology. The instructional practices presented in our resources are indeed helpful for any teacher to aid in integrating learning. One particular, is base groups. Pitler stated that base groups help build trust, camaraderie, and teamwork. This group is formed to provide support throughout the semester or the school year, (Pitler, Hubbell, Kuhn, & McDonald, 2007). This is an essential foundation for a great year of cooperative learning. Once trust is developed, students will have the ability to put their minds at work in safe learning environment.

Social learning includes students that are actively engaging in constructing artifacts and conversing with others, (Laureate Education, Inc., 2009). When students work together, they are able to learn from each other, push each other, as well as motivate each other. The many strategies presented such as, “Keypals, Webquests, and Web Site Creation are just a few that involve cooperative learning. Being able to connect with your peers on a social level and cooperative level, not only gives you the ability to interact with each other, it gives you the ability to work together and attain group goals that cannot be obtained by working alone or competitively, (Orey, 2001).

As teachers we must know that the primary purpose of cooperative learning is the actively involve students in the learning process; a level of student empowerment which is not possible in a lecture format, (Orey, 2001).

Have a great week!

Resources:

Laureate Education, Inc. (Producer). (2009). Program seven Social learning theories.
Bridging learning theory, instruction, and technology. Baltimore: Author.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved 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.