Reflection

            Throughout this course, I have learned of a multitude of technological resources and tools that help support authentic instruction, and in turn, creative thinking, self-directed learning, and content skills required by my 21^st century learners (Cennammo, Ross, & Ertmer, 2009).  Integration of activities that reflect the real world allows students to develop skills that will prepare them more fully for their futures as successful digital citizens.  Through the use of computer tools and the Internet, we now have the powerful opportunity to increase student motivation and learning while allowing them to become critical thinkers and delve more deeply into content.  While I have many further goals for addressing the ISTE Standards (International Society, 2008) to a greater degree in my classroom, the goals that I have set and actions I have taken towards their completion have enabled me to envision and plan for a learning environment with increased levels of cultural awareness and authentic learning.

            As a result of my GAME plan, I have familiarized myself with methods of integrating authentic, digitally-based activities as well as global collaboration.  Online collaboration tools such as Blogs and wikis, with which I had never before experimented in my classroom, allow my students to practice reading, writing, and collaboration skills in an environment reflective of life outside of the classroom (Laureate Education Inc., 2009).  Additionally, students are able to develop communication skills and practice them in a monitored, controlled, and safe environment.  As a result of this new understanding, I have tried to incorporate at least one online collaboration lesson per two weeks.  Consequently, I have noticed substantial growth in the participation and behaviors of my students.  My students who typically demonstrate anxiety when asked to answer a question or participate in a discussion have felt much more confident and at ease when provided the opportunity to think through their ideas and gather resources as needed before responding (2009).  While I have not yet integrated any global collaboration into my instruction, I have learned of its ability to help students with their writing, e-mailing skills, and cultural appreciation.  As a result, I will be increasingly intentional in researching, planning, and implementing at least one project next year that develops cultural awareness and understanding (International Society, 2008). 

            Based on my progress, I would like to revise my plan to reflect the actual implementation of my lessons rather than planning for them.  Beginning with the next school year, I will be focusing on evaluating the effectiveness of authentic learning activities, digital technologies, and collaboration, on student learning and achievement.  While I still have more ideas to collect, and research to complete throughout the summer, I have a great starting point and can begin putting those ideas into action.  I also feel that using the GAME plan process with my students would be an effective method of helping them “to achieve the first principle of authentic instruction, learner autonomy” (Cennammo, Ross, & Ertmer, 2009, p. 30).  By asking students to use organizers such as KWHL charts, which require them to develop their own methods of accessing resources and skills, they will start to become more self-directed.  Additionally, reflective activities such as exit slips and journals will allow them to become aware of their strengths and needs as well as strategies they may need to employ in future activities.

            As a result of my learning from this course, there are many adjustments that I have already implemented and will continue making to my instructional practice.  While I will not integrate technology simply for the sake of using it (2009), I am trying to incorporate it in a way that facilitates deeper thinking and increases the motivation of my often reluctant learners.  Additionally, technology can provide students with individualized learning that help address their recognition, strategic, and affective learning networks (Cast, 2011).  Using the computer as a tutor, a mindtool, or as conversation support helps create more opportunities for students who struggle with specific skills as well as provide challenging extensions for students who excel in particular areas (Cennammo, Ross, & Ertmer, 2009).  Technology provides the students access to places, people, and resources that are otherwise unavailable to them (Laureate Education Inc., 2009). 

The use of problem based learning is a means of integrating various learning styles and assessment modes in an authentic manner that reflects the real-world (2009).  I think that the learning that takes place in my math class will be greatly impacted by the implementation of these meaningful problem solving opportunities.  While students may not care about how to find area and perimeter, posing a situation that could actually impact our school, such as the need to re-carpet our school media center, would help them see the relevance and need of their contributions. 

            Social networking and online collaboration also presents teachers with the chance to more effectively instruct and assess students, and students with the opportunity to more effectively interact with, teach, and learn from others (2009).  In my little experience with online collaboration, I have already noticed the significant impact on student motivation, participation, and consequently, learning.  They are motivated by the authentic audience that they receive from conversing with their peers, and are challenged to question and think more deeply.  I want to utilize online collaboration most frequently in my language arts classes, where I already have a plan to transition my students from the traditional weekly reading logs to completing a blog throughout the week.  In making this change, students will not only show me that they are reading and comprehending at home, but will also learn about what their peers are reading.  Writing skills will be strengthened through their own posts as well as their responses to other students.

            Lastly, the resources and ideas provided in this course and by my peers have opened my eyes to the plethora of ways to integrate digital storytelling into my instruction.  Digital storytelling not only allows students to demonstrate understanding of content, but also increases their creative thinking and enables them to use their strengths, learning preferences, and interests.  I would like to use digital storytelling within units that are not often the “favorite” of my students such as poetry and persuasive writing.  They will not only learn content more deeply through their manipulation of music, images, and narration that fits their story, but can also help their peers learn when they present their final products.  I look forward to what I believe will be the fruitful rewards of implementing these and other technologies into my classroom.

References:

CAST (2011). Universal design for learning guidelines version 2.0.Wakefield, MA: Author.

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). (2009). Integrating technology across the content areas. Baltimore, MD: Author.

Monitoring Progress

I feel as though I am making steady progress towards accomplishing my goals.  In some recent searching, I came across the wiki http://cooltoolsforschools.wikispaces.com/Collaborative+Tools.  It provides links and a short explanation of dozens of technology tools that can be utilized for specific purposes such as presentation, collaboration, and writing, among others.  These resources make me feel as though no matter what my learning objective, I can find some sort of digital tool to provide my students with options in demonstrating their knowledge (Laureate Education Inc., 2009).  These tools lend themselves to the authentic and collaborative assignments I am hoping to start more frequently incorporating. 

When I originally created my action plan, I commented that in monitoring my progress, I would examine specific lessons to determine what scaffolds my students needed to be successful, and that I would consider time constraints.  Whereas I originally hoped to incorporate a digital storytelling lesson with my intervention students prior to the year ending, it does not look as though this will be possible.  We are still finishing our novel, and may only have one or two class periods to incorporate an authentic learning activity.  The students that I am working with would require direct instruction in the research process, a structured method to collect notes and synthesize their results, and direction in utilizing digital storytelling software.  Therefore, I think that I am going to try to instead incorporate online collaboration where students can “demonstrate creative and original thoughts and ideas” (Cennammo, Ross, & Ertmer, 2009, p. 145) as they answer open-ended questions.  I would like to try a new tool such as stixy.com that also allows students the opportunity to practice comprehension, communication and writing skills in an authentic, web-based environment.

So far, I have learned that utilization of digital technologies can enhance the learning of all of my students, but particularly those in my classroom with learning disabilities and severe ADHD.  As emphasized by UDL principles, providing students with a variety of modes to receive, process, and communicate knowledge allows them to feel more engaged and successful in the classroom (Cast, 2011).  More authentic and collaborative lessons helps support the affective network because students can be provided more choices, and can also see more directly why their learning is important (Cennammo, Ross, & Ertmer, 2009).

As I have been attempting to meet my goals, the questions I am finding myself most frequently asking relate to the logistical requirements that surround the use of digital tools.  I think that in the future, I am going to need to find activities where students can work more on projects together using the three computers in my classroom, instead of focusing on mostly individual assessments.  Additionally, in reference to the multi-cultural collaboration that I would like to incorporate into my class next year, I have thought about how much instructional time I will need to take to prepare my students for that kind of communication.  I think that I will need to look at my group next year, evaluate their experience speaking to others in an online environment, and then determine those needs. 

References:

CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author.

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). (2009). Integrating technology across the content

            areas. Baltimore, MD: Author.

Step 1: Action

          To begin to carry out my plan, which involves engaging students in authentic, creative, digitally-based activities and collaborating with colleagues and students from other cultures (International Society, 2008) I first searched the internet for content related ideas.  Resources such as our textbook (Cennamo, Ross & Ertmer, 2009) and course videos (Laureate Education Inc., 2009), have provided me with characteristics of authentic lessons, but I wanted to ensure that I was relating them back to my content and basing them in standards rather than attempting to teach the skills in isolation.  Many websites that I have found provide dozens of ideas, but I need to have a specific skill in mind to focus my search.  

          To discover ways to incorporate technology authentically into the curriculum I still have to teach this year, I spoke to my school Media Specialist, who always has a plethora of ideas for technology integration.  She is working with me to set up a blog on which my students can answer and discuss questions about the novel we are reading, All the Broken Pieces.  Additionally, she gave me the idea to have students work collaboratively at the end of the novel with digital storytelling.  I think that they will have the option of focusing on the impact of bullying on students, or the impact that war can have on veterans.  Providing students with choice will help engage and motivate them.  Technology can help me to find supplemental resources at my students’ reading levels, and collaborative groups will help “ease the challenges of authentic instruction” (Cennamo, Ross, & Ertmer, 2009, p. 38).  I still need to find those resources, as well as some video clips, that can help my students gather information effectively.  

          It is my second goal that I am finding more difficult to accomplish.  With the school year winding down, I think that I need to try to find a project that I can incorporate next year rather than trying to squeeze it in within the next two weeks.   In examining the e-pals website, I found several teachers who would like to partner with an American school either to help their students practice the English language, e-mailing skills, or simply learn about another culture.  I also know that the common core writing standards address many of the skills that such collaboration would ensure, which makes me less hesitant to embark on such an endeavor.  I would still like to explore more websites for projects as well as examine the time requirements involved.  Has anybody ever participated in anything like this?  I would love to hear about the positive and/or negative experiences or pitfalls that may have occurred.  I would also appreciate any resources that may help me work towards my goals!

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 education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas. Baltimore, MD: Author.

My GAME Plan

              In the ever-changing technological world in which we are teaching, it is becoming increasingly imperative to find ways to build on the knowledge that students already have, and to connect that knowledge to deeper learning in the classroom (Prensky, 2008).  It is now inexcusable to continue teaching in a particular way out of comfort or a lack of confidence in technology integration, ignoring the real needs of students.  The International Society for Technology in Education (ISTE) provides standards to guide educators as we “teach, work, and learn in an increasingly connected global and digital society” (International Society, 2008).  As we are never finished learning the skills and knowledge that will take us through the 21^st century, setting goals and creating a plan to improve in particular areas is an effective way to begin the lifelong journey.

            My first goal relates to the first NETS-T standard, facilitating and inspiring student learning and creativity (2008).  I would like to learn more about how to “engage students in exploring real-world issues and solving authentic problems using digital tools and resources” (2008).  Authentic learning is a way to increase student activity, leadership, and creativity in the content area classroom and provides the skills needed to be a successful 21^st century thinker, problem solver, and therefore member of society (Cennamo, Ross, & Ertmer, 2009).  My second goal is to more fully “develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools” (International Society, 2008).  I would like to find a means of connecting my students with other students around the world and also collaborate with teachers who have varying perspectives and ideas (Laureate Education Inc., 2010). 

To take action towards achieving my first goal, I plan to search the internet for examples of authentic and problem-based learning lessons within math and language arts, the two subjects that I teach.  I feel that the internet can act as an invaluable resource for hands-on, interactive, and collaborative projects that will engage my students more fully in the learning process.  I also plan to collaborate with other teachers at my school and within my district about successful projects that they have incorporated.  To begin action towards my second goal, I will more fully explore websites such as epals and classroom without borders to find collaborative projects for which other teachers are seeking partner classrooms.  I will also collaborate with my Media Center Specialist for ideas, as I know that she has engaged students in such activities in the past.

            To monitor my progress, I will examine the resources that I have collected for authentic and collaborative lessons.  With the authentic lessons, I want to try to find patterns or common factors within the various examples so that I can try to more naturally integrate them into the lessons that I already implement.  I will determine what alterations need to be made to scaffold the assignment sufficiently for my learners, or to connect it more directly to my curriculum.  I will also think about whether I have the technology tools needed to implement the lessons/projects, or if they need to be adapted due to my resources.  Additionally, it will be necessary to take into account what time considerations may be involved in the various projects, which relate to my content, and what prior knowledge the students will require to be successful collaborators. 

In the evaluate and extend stage, I will share the project and lesson ideas with my co-teachers so that we can work together to create a timeline and plan to begin integration.  I can then contact the collaborating teacher if necessary.  Finally, I will implement one or more of the problem based and collaborative lessons to determine their effectiveness.  I will reflect on what changes should be made for the future and note what aspects of the lesson went most smoothly.

             In putting goals into writing and creating a plan to meet those goals, I know that I will have more motivation and drive to follow through with them.  As the ultimate expectation for students in this digital age is to be “autonomous learners who are motivated to become, and responsible for being, in control of their own learning processes” (Theroux, 2011), learning how to more fully engage them in their learning through technology is an essential step.   I would love to hear of any suggestions of authentic learning activities or collaborative efforts that other teachers have made to help guide my “action.”

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 education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas. Baltimore, MD: Author.

Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40–45.
Retrieved from http://ehis.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer? sid=cd5b79a4-e138-4026-9267-9c24b4a81b49%40sessionmgr10&vid=4&hid=6

Theroux, P. (2011, November 16). Engaged learning. Enhance learning with technology. Retrieved May 14, 2013, from http://members.shaw.ca/priscillatheroux/engaged.html