This movie was compiled by a student of mine. The assignment: "Think about an issue that is importannt to you and digitally explain why you feel the way you do about it". I though it was worth sharing.
Wednesday, December 1, 2010
Sunday, November 28, 2010
Online Learning
This video was created using iMovie. The focus was support for implementing online learning in k-12 education.
Sunday, October 31, 2010
Reflection: 6714 Reaching and Engaging All Learners Through Technology
I have always maintained that successful implementation of technology will improve students’ engagement in the content and therefore improve their learning experience. I believe that I have grown as a teacher throughout this course because of the learning opportunities with differentiated instruction. In the past I have always expected all of my students to do the same work, take the same tests and reach the same end result; some made it, others fell short. The ones that made it were deemed the smart kids and ready for college, while the ones who did not make it were deemed the apathetic kids, or the ones who were going to work at lower paying, manual labor jobs. I now understand that it was not the students who fell short, but me. Because of this understanding, this year I have been giving my students more choices when it comes to how they learn and how they prove to me they have learned the content. This was difficult at first for both me and the students, but as the year has progressed, the students have become more aware of what level they are at academically and the path they need to take to get to where the state standards say they should be. My top students are going further than I had planned, while my bottom students are rising to the challenge and achieving more than they thought possible.
Throughout the last few months, I have helped to create a place where I could list resources, as well as put a short explanation regarding each resource presented on my social network. All of the tools I listed are ways for me to meet the requirements of UDL and DI. The three principles of UDL ask for representation, expression, and engagement within the classroom. By utilizing the various sources on my network, I can easily fulfill these criterions. Many of the resources offer multiple ways for students to learn content. Some enable voice features, graphic organizers, and other forms of manipulatives. By utilizing these sources, I can give my students choices on how they choose to have their content represented; essentially I then “tailor instruction to fit the needs of each learner" (Bray, Brown, & Green, 2004, p. 55). Also, these sources enable students to select their own activities to obtain and present their knowledge. Students can choose from various avenues that fit their learning styles and how they choose to express their learning. They are tremendous tools for meeting students where they are, and not expecting too much or too less (Laureate, 2009b). Furthermore, technology in itself is engaging to students. It requires them to illustrate higher level cognitive skills as they search for information, apply the information, and generate a project that demonstrates their learning. In this sense, technology requires students to become independent learners because it “promotes a high degree of accountability for one’s own learning, concept-based problem solving, and collaborative learning" (Smith & Throne, 2007, p. 18). All of these resources help with DI because classrooms are filled with diversity. By utilizing the resources on my social network, I can offer instruction that fits the needs of all my learners by varying the content, process, and product. Without a doubt, with technology I can personalize the learning experiences of my students.
I have already started the process of integrating technology into my classroom. To begin with, I have received funding from my school to buy licenses for my students to access specific online products. In this case, I was able to buy voicethread accounts for my students so that they can begin utilizing this tool immediately. After several meetings with the technology department, they are generating a school wiki and blog forum that teachers can access and set up accounts for their students because “Web pages/sites, blogs. podcasts. digital videos/stories, and wikis also are authentic ways for students to demonstrate and share their learning with others” (Salend, 2009, p. 52). Through these tools, I feel that I can open a whole new world for my students; plus, technology enables class to be more engaging as well as prepare students for the global workplace (Laureate, 2009a). I plan on using many of the online tools for my students to showcase their learning through varying means.
Without a doubt, I have gained valuable knowledge from fellow teachers and experts in the field of education. The resources, feedback, and expertise that I have received have enabled me to transform my classroom into a 21st century learning environment. I realize more than ever that it is not about me as a teacher, but about my students as learners. In other words, they need to drive the learning process, not me. I need to provide them with various opportunities to showcase their learning through the principles of UDL and DI with technology enhancing both these features.
References
Bray, M., Brown, A., Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA.: Corwin Press.
Laureate Education, Inc. (Executive Producer). (2009a). Knowing your students. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009b).Introduction to Differentiated Instruction. Reaching and engaging all learners through technology. Baltimore: Author.
Salend, S. (2009). Technology-based classroom assessments. Teaching Exceptional Children, 41(6), 48–58.
Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms. Belmont, CA: International Society for Technology in Education. Retrieved from Education Research Complete database.
Throughout the last few months, I have helped to create a place where I could list resources, as well as put a short explanation regarding each resource presented on my social network. All of the tools I listed are ways for me to meet the requirements of UDL and DI. The three principles of UDL ask for representation, expression, and engagement within the classroom. By utilizing the various sources on my network, I can easily fulfill these criterions. Many of the resources offer multiple ways for students to learn content. Some enable voice features, graphic organizers, and other forms of manipulatives. By utilizing these sources, I can give my students choices on how they choose to have their content represented; essentially I then “tailor instruction to fit the needs of each learner" (Bray, Brown, & Green, 2004, p. 55). Also, these sources enable students to select their own activities to obtain and present their knowledge. Students can choose from various avenues that fit their learning styles and how they choose to express their learning. They are tremendous tools for meeting students where they are, and not expecting too much or too less (Laureate, 2009b). Furthermore, technology in itself is engaging to students. It requires them to illustrate higher level cognitive skills as they search for information, apply the information, and generate a project that demonstrates their learning. In this sense, technology requires students to become independent learners because it “promotes a high degree of accountability for one’s own learning, concept-based problem solving, and collaborative learning" (Smith & Throne, 2007, p. 18). All of these resources help with DI because classrooms are filled with diversity. By utilizing the resources on my social network, I can offer instruction that fits the needs of all my learners by varying the content, process, and product. Without a doubt, with technology I can personalize the learning experiences of my students.
I have already started the process of integrating technology into my classroom. To begin with, I have received funding from my school to buy licenses for my students to access specific online products. In this case, I was able to buy voicethread accounts for my students so that they can begin utilizing this tool immediately. After several meetings with the technology department, they are generating a school wiki and blog forum that teachers can access and set up accounts for their students because “Web pages/sites, blogs. podcasts. digital videos/stories, and wikis also are authentic ways for students to demonstrate and share their learning with others” (Salend, 2009, p. 52). Through these tools, I feel that I can open a whole new world for my students; plus, technology enables class to be more engaging as well as prepare students for the global workplace (Laureate, 2009a). I plan on using many of the online tools for my students to showcase their learning through varying means.
Without a doubt, I have gained valuable knowledge from fellow teachers and experts in the field of education. The resources, feedback, and expertise that I have received have enabled me to transform my classroom into a 21st century learning environment. I realize more than ever that it is not about me as a teacher, but about my students as learners. In other words, they need to drive the learning process, not me. I need to provide them with various opportunities to showcase their learning through the principles of UDL and DI with technology enhancing both these features.
References
Bray, M., Brown, A., Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA.: Corwin Press.
Laureate Education, Inc. (Executive Producer). (2009a). Knowing your students. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009b).Introduction to Differentiated Instruction. Reaching and engaging all learners through technology. Baltimore: Author.
Salend, S. (2009). Technology-based classroom assessments. Teaching Exceptional Children, 41(6), 48–58.
Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms. Belmont, CA: International Society for Technology in Education. Retrieved from Education Research Complete database.
Wednesday, August 18, 2010
Reviewing the GAME Plan
After reviewing my GAME plan, I am excited about the progress I have made in so little time. It has proven very successful in terms of me meeting my technological goals. It has truly proven to direct my “learning process, specifically while learning about technology and how to integrate it into the curriculum” (Cennamo, Ross, & Ertmer, 2009, p. 3). Even though I have not entirely completed my plans because it requires working with my colleagues during the next school year, I have definitely achieved many of the goals needed to get to the finish line.
I have acquired the ability to not only create goals, but have a clear plan to achieve my goals. I was impressed on how the GAME plan is very clear and precise, and best of all, easy to follow. I always set goals, but sometimes they get lost in what appears to be more important. The GAME plan has accountability, and that is what makes me successful in meeting my goals. By setting goals and meeting them, I will be able to become a better teacher by evaluating myself more thoroughly (Laureate, 2009). Furthermore, I will be able to create meaningful learning experiences for my students.
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). (2009a). Program one. Promoting self-directed learning with technology. Integrating technology across the content areas. Baltimore: Author.
I have acquired the ability to not only create goals, but have a clear plan to achieve my goals. I was impressed on how the GAME plan is very clear and precise, and best of all, easy to follow. I always set goals, but sometimes they get lost in what appears to be more important. The GAME plan has accountability, and that is what makes me successful in meeting my goals. By setting goals and meeting them, I will be able to become a better teacher by evaluating myself more thoroughly (Laureate, 2009). Furthermore, I will be able to create meaningful learning experiences for my students.
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). (2009a). Program one. Promoting self-directed learning with technology. Integrating technology across the content areas. Baltimore: Author.
Tuesday, August 10, 2010
The Finish Line
The GAME plan process has truly opened my eyes to a new and improved method for setting goals, being accountable, and achieving those goals. The clear and precise steps are an easy method for students to follow, and best of all, even easier for a teacher to monitor. I want to incorporate the GAME plan in my classroom through varying means. To begin, I want to use it as a way for my students to grow and undertake new tasks in my classroom. For instance, I was thinking about using it at the very beginning of the year to introduce students to my classroom. I would ask them to list specific challenges they face in remembering the people, places, ideas and cultures they have studied in previous social studies classes. With these lists, I will have my students begin to create an individual GAME plan to tackle one of those challenges. Together, I can individually monitor their progress much like the blogging in this class. I will have my students go through the process and blog about their experiences; this will also allow me to leave comments as needed.
Furthermore, as students become familiar with this plan, I will give them a list of the technology standards and indicators and have them identify their needs once more. I will help develop assignments that incorporate varying technologies so that students can work towards fulfilling their GAME plans. The main goal is for my students to become self-directed. “As in any self-directed learning activity, you need to set goals for your own professional growth, take action, then monitor and evaluate your progress toward obtaining your goals” (Cennamo, Ross, & Ertmer, 2009, p. 11). All of this can easily be achieved by utilizing the GAME plan.
At the same time, I am very interested in how my colleagues plan to utilize the GAME plan in their classrooms. If any of you have ideas, I would love to hear about them. I will definitely be perusing all of your blogs to learn more.
Thanks,
Max Mills
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason, OH: Cengage Learning.
Furthermore, as students become familiar with this plan, I will give them a list of the technology standards and indicators and have them identify their needs once more. I will help develop assignments that incorporate varying technologies so that students can work towards fulfilling their GAME plans. The main goal is for my students to become self-directed. “As in any self-directed learning activity, you need to set goals for your own professional growth, take action, then monitor and evaluate your progress toward obtaining your goals” (Cennamo, Ross, & Ertmer, 2009, p. 11). All of this can easily be achieved by utilizing the GAME plan.
At the same time, I am very interested in how my colleagues plan to utilize the GAME plan in their classrooms. If any of you have ideas, I would love to hear about them. I will definitely be perusing all of your blogs to learn more.
Thanks,
Max Mills
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason, OH: Cengage Learning.
Wednesday, August 4, 2010
GAME Plan Evaluation
By creating a plan and moving towards my goals, I have already started developing new lessons. I have learned that even the smallest aspect of technology enriches my lessons tenfold. At this point, I still want to maintain the same goals because I still need to work on being a leader for my faculty by staying informed of new products and implementing them in my classroom as a living example. With technology changing at such an astronomical rate, I need to continue to strive to keep up with the latest trends. I know that this is going to be an ongoing process, and so I have to make sure that it becomes a continuous goal. However, at the same time, “You should focus on how to use technology to engage 21st-century learners, rather than on the technology itself” (Cennamo, Ross, & Ertmer, 2009, p. 192).
I will continue to extend my learning by employing my newly acquired knowledge in my classroom and sharing it with my colleagues. I will also make an effort to maintain my professional development through web seminars and other conferences.
The best way to improve my learning is through practice. I cannot be afraid to try new technologies within my classroom. I cannot get into a comfort zone or be satisfied with the status quo. I have to realize what benefits arise from my learning for my students. Technology is a way for me to peer into the minds of my students (Laureate, 2009a), and I need to continue to learn for their benefit, and I am excited about the possibilities.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason, OH: Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009a). Spotlight on technology part I. Social networking and online collaboration. Baltimore: Author
I will continue to extend my learning by employing my newly acquired knowledge in my classroom and sharing it with my colleagues. I will also make an effort to maintain my professional development through web seminars and other conferences.
The best way to improve my learning is through practice. I cannot be afraid to try new technologies within my classroom. I cannot get into a comfort zone or be satisfied with the status quo. I have to realize what benefits arise from my learning for my students. Technology is a way for me to peer into the minds of my students (Laureate, 2009a), and I need to continue to learn for their benefit, and I am excited about the possibilities.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason, OH: Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009a). Spotlight on technology part I. Social networking and online collaboration. Baltimore: Author
Tuesday, July 27, 2010
Evaluating My GAME Plan
Once a GAME plan gets underway and the process for meeting initial goals is in place, it is important to begin evaluating current progress. My goals were centered on modeling digital-age work and learning as well as engaging in professional growth and leadership.
Firstly, by setting specific dates for staff development as well as sending my staff a survey, I feel that I am well on my way to meeting my first goal of modeling digital-age work and learning. I want to continue this goal by receiving more feedback in regards to the needs of my colleagues as the year progresses. I will try to achieve this by having them fill out a feedback form at the end of each session. I will take their comments and opinions into consideration when I plan our next session. Also, I believe that I am meeting my goal of engaging in professional growth by registering in various workshops throughout the summer.
After taking part in this process, I have learned many new instructional strategies. By going to various conferences thus far, I have already brought numerous new teaching approaches to my classroom. For instance, my knowledge of adapting technology to my lessons has vastly improved. I not only use my SMARTBoard on a daily basis, but my students are utilizing its potential as well. Without a doubt, “The increasing use of technology—not only in teaching and learning but in careers and professions—provides numerous opportunities to support higher-order thinking and creativity” (Cennamo, Ross, & Ertmer, 2009, p. 188). By becoming more tech savvy, my students are truly reaping the benefits.
With anything, I know that there is a lot I have left to learn. Technology is always changing and transforming and I have realized that I need to have constant professional development. My fear is that I will not have as many opportunities to continue to grow in my knowledge of technology. With teaching, time is always a factor, and I am worried about not being able to allocate time for professional development as I need it. Furthermore, I live in a remote part of the country, so available resources are always a concern. I know that I can fulfill many of my needs through technology, but nothing compares to attending conferences and being able to personaly meet with presenters as well as have other face-to-face interactions.
With this in mind, I have to make sure that I register for future conferences ahead of time. I cannot wait till the last minute, and I have to make a contentious effort to rearrange my schedule as needed. Also, that means that I need to continue to bring back any new information to my colleagues so that they reap the benefits as well. My success with my GAME plan is entirely up to me; therefore, I have to continue to make a concerted effort to grow as an educator.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason, OH: Cengage Learning.
Firstly, by setting specific dates for staff development as well as sending my staff a survey, I feel that I am well on my way to meeting my first goal of modeling digital-age work and learning. I want to continue this goal by receiving more feedback in regards to the needs of my colleagues as the year progresses. I will try to achieve this by having them fill out a feedback form at the end of each session. I will take their comments and opinions into consideration when I plan our next session. Also, I believe that I am meeting my goal of engaging in professional growth by registering in various workshops throughout the summer.
After taking part in this process, I have learned many new instructional strategies. By going to various conferences thus far, I have already brought numerous new teaching approaches to my classroom. For instance, my knowledge of adapting technology to my lessons has vastly improved. I not only use my SMARTBoard on a daily basis, but my students are utilizing its potential as well. Without a doubt, “The increasing use of technology—not only in teaching and learning but in careers and professions—provides numerous opportunities to support higher-order thinking and creativity” (Cennamo, Ross, & Ertmer, 2009, p. 188). By becoming more tech savvy, my students are truly reaping the benefits.
With anything, I know that there is a lot I have left to learn. Technology is always changing and transforming and I have realized that I need to have constant professional development. My fear is that I will not have as many opportunities to continue to grow in my knowledge of technology. With teaching, time is always a factor, and I am worried about not being able to allocate time for professional development as I need it. Furthermore, I live in a remote part of the country, so available resources are always a concern. I know that I can fulfill many of my needs through technology, but nothing compares to attending conferences and being able to personaly meet with presenters as well as have other face-to-face interactions.
With this in mind, I have to make sure that I register for future conferences ahead of time. I cannot wait till the last minute, and I have to make a contentious effort to rearrange my schedule as needed. Also, that means that I need to continue to bring back any new information to my colleagues so that they reap the benefits as well. My success with my GAME plan is entirely up to me; therefore, I have to continue to make a concerted effort to grow as an educator.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason, OH: Cengage Learning.
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