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.