Week 7 Final Reflection

My final post for Integrating Technology into the Classroom will give a final update on my GAME plan and will comment on how this class will affect my future teaching. 

My GAME plan did not go as planned, however I made progress and am poised to finish my plan at the beginning of the 2012-2013 school year.  I was not able to generate logins for each of my students, nor was I able to give any assessments or use Edmodo.com to communicate with parents.  I am excited to include directions to access Edmodo in my beginning-of-the-year packet, and know the momentum I began this month will carry to next school year.  As of now, my plan will not be modified, as I still believe Edmodo is the right tool to satisfy my chosen ISTE standards. 

One way I might use the GAME plan process with my students is for student to make four or five goals for the year in September.  Several of my students struggle with completing homework and getting help when needed.  If I give these two areas as individual goals, and the other goals created by each individual student for themselves, my students may be off to a focused start for next year.  The action part of the game plan will be completed by both the students and myself, as they most likely will need assistance in what actions they need to show to meet their goals.  Monitoring and evaluating will need to be done on a weekly basis for some, monthly for others, based on the student.  This hopefully will be a successful attempt at improving student performance for my 8^th graders next year.

I am excited to use technology in my teaching next year, as I not only will have a SMART board to help with daily assignments and communication to my students, I have also picked up three important instructional tools from this class: PBL, social networking, and digital storytelling. 

Next year I will be teaching only math to 7^th and 8^th graders.  The problem-based learning lesson I created for the Pythagorean theorem worked well with my current 7^th graders, and I will use this again next year for my new 7^th graders.  Students learned the concept of the Pythagorean theorem faster than typical, as they were able to derive the formula instead of simply being taught the formula.  Social networking will already be the norm in my classroom through Edmodo.com.  Once I roll Edmodo out to my students in September, I will monitor whether it makes sense to also create a blog for my classroom or if Edmodo truly satisfies the communication and learning needs my class requires.  Finally, digital storytelling is an exciting way to present information.  We currently have only a few video cameras available to us at my school, and relied heavily on cell phones and laptop cameras to create video.  My students and I all need a crash course in using movie-making software, but that will be a goal of my own and my class technology coordinator next year.  My goal is to get at least three digital storytelling projects under my belt during the next school year.  

Week 4 GAME plan update

My GAME plan is going well.  I am focusing on using technology to give formative and summative assessments and using technology to increase communication with parents.  I chose Edmodo.com as a source to satisfy both of these ISTE standards.  Students are able to take assessments on-line and parents are able to log in to check for homework assignments and for class announcements.

My plan does not have to be modifed, as I have been in contact with a representative from the website and have already set up my page and am working on my partner teacher linking to my page, so things seem to be going as planned.  My partner teacher and I are in the process of choosing a student from each of our classes to manage the website, in terms of posting homework and announcements for parents.  I, of course, will create any assessments and require students to log in and complete assessments as needed.

My one concern is being so close to the end of the year, that if I have all of our students create logins and passwords, they will forget them by next year.  I will have to determine whether I can generate a list of logins and passwords.  That way, our students could still create a login this year and become a bit familiar with the website and I can reprint the login and password list next year.  I am able to do this because I currently teach 7th grade and will have the same students again next year for 8th grade.  I am excited to potentially use this tool as a communication tool for parents as their students start school next year.  

Week 3 Discussion Post - Update on my GAME plan

The ISTE standards I chose dealt with creating a technology-based forum where students could complete formative and summative assessments, and using technology to better communicate with parents.  After conducting my research, I believe Edmodo.com is a resource that can satisfy both technology standards.  Edmodo has features which allow students to answer a question or questions that can be used for a formative assessment, or the ability to handle more structured summative assessments (Edmodo, 2012).  Parents can also access Edmodo, which is set up very much like Facebook, to not only stay abreast of thier child's daily or weekly assignments, but also receive general school and classroom updates, and be able to ask specific questions in a Facebook-resposne-type format to a specific school event or assignment question.

The media segments I need are only internet access and the students and parents' ability to access and sign on to the website.  There is no other information I need, as I have evaluated several different ways to accomodate these standards and have not found another avenue that supports both of my standard choices.  The steps I have taken so far are to create an account through Edmodo, contact an account representative, and start to get myself familiar with the website functionality.  I am excited to roll this out to my classroom, and since I have the same students next year for eighth grade, this is something I can roll out even at the end of the school year and get student accounts set up to hit the ground running next year.

References:

Edmodo help page.  (2012).  Edmodo.  Retrieved from www.edmodo.com on 05/10/2012.

Developing a Personal GAME Plan

For this week’s application, we are to choose two indicators in the NETS-T and create a personal GAME plan (Cennamo, Ross & Ertmer, 2010) for each. 

The first indicator I chose was to provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching (ITSE, 2008).  This indicator is under the Design and Develop Digital-Age Learning Experiences and Assessments standard.

My GOAL is to include technology in formative and summative assessments, making some use of technology an integral part of my students’ grades. 

The ACTIONS I will take to reach this goal is to find and use an online forum where students can respond to math reflections and engage in discussions similar to our Walden discussions, as well as take online quizzes and tests.

I will MONITOR my progress as I check for usability and ensure I am selecting the web service most beneficial to my students.

I will EVALUATE and EXTEND my learning as I assess how student learning has changed based on my use of technology and share my successes with my colleagues.

The second indicator I chose was to communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats (ITSE, 2008).  This is under the Model Digital-Age Work and Learning Standard.

My GOAL is to find or create an online network where I can quickly communicate with students and parents.

The ACTIONS I will take are to evaluate websites, and to reach out to my Walden cohort and colleagues at work to survey websites that work. 

I will MONITOR my progress as I check for usability and ensure I am selecting the web service most beneficial to my students.

I will EVALUATE and EXTEND my learning as I assess how student learning has changed based on my use of technology and share my successes with my colleagues.

References:

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. 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/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Final Reflection for Bridging Learning Theory, Instruction, and Technology

My reflection on my most recent class, Bridging Learning Theory, Instruction, and Technology, begins with revisiting my personal learning theory created when this class began.  In summary, my learning theory stated that students needed their basic needs to be met, students need guidance at critical points to make that jump in their learning, and students need to be taught in multiple ways in order to recall information later.  After taking this course, I feel that I have the same theory that is now strengthened by different theories.  Below is an explanation of how my theory is strengthened by what I have learned.

Marzano, Pickering & Pollock (2001) discuss the importance of providing feedback and recognition in order to improve performance.  I believe this falls in line with my students' basic needs being met.  If a student feels acknowledged and sees the results of the effort put in, they will feel better about themselves and gain confidence.  Several different uses of technology support students who are in what Vygotsky calls the zone of proximal development.  Learning more about the benefits of blogging and other social networking gives that peer support that Vygotsky (1978) states helps support students to the next level of learning.  Finally, learning about different technologies such as VoiceThread and Prezi allow students to not only create dynamic artifacts, they also offer different ways for students to receive and process information, making future recall that much more possible. 

Some immediate adjustments I am making to my instructional practice is looking for ways to integrate any technology that will help with my lessons.  I am looking more and more for resources already created online, as well as creating my own, to use as supplemental clips during my math and science lessons.  I am also creating students who are technology experts by exposing them to technologies and allowing them to rotate the setup and creating of technologies presented in class.

I am rolling out an Edmodo site for my two classes in January.  This will allow my team teacher, our students, and myself a place to collaborate and share documents and ideas with each other, through assignments and uploaded presentations.  A second technology I am focusing on is VoiceThread.  I want to use this technology not only to supplement lessons, but also for students to create math steps and presentations for each other and themselves.  I have learned a great amount and my skills have expanded as a result of this course.  I believe that I now have more access to excellent technology tools and know how to use those tools. 

Two long-term goals I have for my instructional practice are to create a more student driven classroom though project creation using technology and to set up a student blog with another middle school for students to share their learning.  My strategy to achieve a more student driven classroom is to collaborate with my colleagues to supplement our science and math curriculum with at least one project every two months.  Our curriculum by design already has student focused strategies built in, however more project-based learning types of activities will still be beneficial.  My strategy to create and to set up a student blog with another middle school is to set up a team of students, work with them to create a blog, and reach out to other schools in our district to team up to support collaboration across schools.  The timeline for these goals is to have both in place by April 2012.

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: research-based strategies for increasing student achievement. Alexandria, Va.: Association for Supervision and Curriculum Development.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Link to VoiceThread

Here is my link to VT

voicethread.com/share/2504895/

Connectivism and Social Learning In Practice

This week our class discussed social learning theory, which similar to cognitive theory, covers a good amount of ground, is supported by many technological tools, and ties together much of how learning happens in a classroom environment.

Part of the social learning theory is connectivism, which Siemens (2011) states integrates technology, social networks, and information.  When working together, students have a chance to bounce ideas off of each other, seek each others help, and work together toward a common goal.  The educator needs to be more of an excellent planner and facilitator in this environment, as most of the work and teaching during a lesson is done by students. 

Connectivism is supported by the idea that students able to collaborate and use technology to build artifacts can bring a deeper level of understanding to a concept.  Examples of technologies students can use are creating a Power Point presentation, constructing a Voice Thread, or podcasting.  When these types of artifacts are created, students are engaged, and demonstration of knowledge is easy to see. 

Social networking tools such as Facebook, Twitter, or class blogs allow students to communicate their learning, or in this case the artifacts they have made.  By including links in their messaging, students can share their creations with anyone in the immediate or global community.  This is another strong component of connectivism, the idea that humans can connect with more humans than before. 

Pitler, Hubbell, Kuhn & Malenoski (2007) define cooperative learning as a strategy that focuses on students interacting with each other in groups in ways that enhance their learning.  Students are able in well-planned cooperative learning groups to create knowledge together.  Assignments are designed in a way where students depend on each other and have opportunity to build communication and decision making skills (Pitler et al., 2007). 

The components of cooperative learning as described above show strong examples of social learning theory.  Using technology to build artifacts and learn together correlates with cooperative learning’s need for interdependence and positive interactions.  Social networking in connectivism is also evident in cooperative learning, as students build important communication skills. 

I looked online this week to see if I could find additional resources on cooperative learning, even though our class text book does a solid job of giving examples and explaining cooperative learning.  Below is a link that gives 9 class activities that support cooperative learning, some already covered in our class. 

http://edtech.kennesaw.edu/intech/cooperativelearning.htm

The link is from Kennesaw State University in Kennesaw, Georgia. 

References:

Laureate Education, Inc. (Producer). (2011). Program nine: Connectivism as a learning theory. theories [Video webcast]. Bridging learning theory, instruction and technology.Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

     Kennesaw State University. (2011).  Bagwell College of Education, Educational Technology Center.  Retrieved on 11/30/2011. http://edtech.kennesaw.edu/intech/cooperativelearning.htm

   

      Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD