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.
Tuesday, July 27, 2010
Tuesday, July 20, 2010
Monitoring My Game Plan
As I continue forward, it is imperative that I continue to monitor the progress of my personal GAME plan. Self-assessment is the key when it comes to modifying my plan. Many people will move forward toward their goals, even when insurmountable situations clearly impede further progress. Because of this, I need to continuously reassess my plan to modify and adapt it as necessary.
I have conducted many informal surveys with my colleagues to assess their technological needs, and these conversations have helped give me some clear guidance. It appears that my current action plan is on track and that I assumed correctly when I felt that many of my colleagues needed further support for integrating technology in their classrooms. It is important that all of us understand what our needs are and how we are going to fulfill those needs (Laureate, 2009).
So far, I have learned that there is a greater need for professional development in utilizing technology effectively. It appears that too many times educators are giving technology without proper guidance. Or, they receive massive training in two or three days, but receive zero follow-up. In this case, it is important that I continue my plan until the need no longer exists. I have to not only help my colleagues, but I must continue my professional development as well.
Some new questions that arise are “How will I teach teachers in varying disciplines to use technology appropriately?” I do not want teachers to use technology for meaningless reasons; you have to make sure that the technologies you use are “representative of those embedded in your content domain” (Cennamo, Ross, & Ertmer, 2009, p. 162). I also do not want other teachers to be deterred from utilizing my expertise because my discipline differs from theirs. Educators do not always realize that technology can be utilized in the same format through all content.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason, OH: Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Part 1. Promoting students needs with technology. Integrating technology across the content areas. Baltimore: Author.
I have conducted many informal surveys with my colleagues to assess their technological needs, and these conversations have helped give me some clear guidance. It appears that my current action plan is on track and that I assumed correctly when I felt that many of my colleagues needed further support for integrating technology in their classrooms. It is important that all of us understand what our needs are and how we are going to fulfill those needs (Laureate, 2009).
So far, I have learned that there is a greater need for professional development in utilizing technology effectively. It appears that too many times educators are giving technology without proper guidance. Or, they receive massive training in two or three days, but receive zero follow-up. In this case, it is important that I continue my plan until the need no longer exists. I have to not only help my colleagues, but I must continue my professional development as well.
Some new questions that arise are “How will I teach teachers in varying disciplines to use technology appropriately?” I do not want teachers to use technology for meaningless reasons; you have to make sure that the technologies you use are “representative of those embedded in your content domain” (Cennamo, Ross, & Ertmer, 2009, p. 162). I also do not want other teachers to be deterred from utilizing my expertise because my discipline differs from theirs. Educators do not always realize that technology can be utilized in the same format through all content.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason, OH: Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Part 1. Promoting students needs with technology. Integrating technology across the content areas. Baltimore: Author.
Wednesday, July 14, 2010
Continuing the GAME plan
Once a GAME plan is put into motion, there are many other factors that need to be considered. Resources, information, and a self-check system need to be carefully examined in order for the plan to work successfuly. After reviewing my plan, there are multiple factors that need to be addressed.
To begin, the intended learning strategy that I plan to use is “providing opportunities to practice skills with various levels of support and provide ongoing, relevant feedback” (Cennamo, Ross, & Ertmer, 2009, p. 123). To complete this, I will need my colleagues from varying levels, K-12, to aid me in presenting material that fits their needs. I will need to meet with them on a regular basis before I present material to them during our regularly scheduled professional development. Through these meetings, I can receive feedback regarding my presentation and what is essential for their development. I will then need to modify my instruction accordingly, so that their needs are being met (Laureate, 2009).
To continue my GAME plan, I need to first understand what needs exist for my colleagues. In other words, I need to find out what technology skills they currently have, and what skills they want to acquire. Then I need to find out what technology is available to them, otherwise my information will prove useless. I want to make sure that the information I am providing proves beneficial.
At this point, I have cleared my plan with my superintendent so I can begin preparing myself for next year. I have also contacted some of my colleagues to gage their interest in what I have to offer.
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.
Laureate Education, Inc. (Executive Producer). (2009). Meeting students needs with technology part I. Integrating technology across the content areas. Baltimore: Author
To begin, the intended learning strategy that I plan to use is “providing opportunities to practice skills with various levels of support and provide ongoing, relevant feedback” (Cennamo, Ross, & Ertmer, 2009, p. 123). To complete this, I will need my colleagues from varying levels, K-12, to aid me in presenting material that fits their needs. I will need to meet with them on a regular basis before I present material to them during our regularly scheduled professional development. Through these meetings, I can receive feedback regarding my presentation and what is essential for their development. I will then need to modify my instruction accordingly, so that their needs are being met (Laureate, 2009).
To continue my GAME plan, I need to first understand what needs exist for my colleagues. In other words, I need to find out what technology skills they currently have, and what skills they want to acquire. Then I need to find out what technology is available to them, otherwise my information will prove useless. I want to make sure that the information I am providing proves beneficial.
At this point, I have cleared my plan with my superintendent so I can begin preparing myself for next year. I have also contacted some of my colleagues to gage their interest in what I have to offer.
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.
Laureate Education, Inc. (Executive Producer). (2009). Meeting students needs with technology part I. Integrating technology across the content areas. Baltimore: Author
Thursday, July 8, 2010
My Game Plan
If the educational system is going to bring itself back from the dark abyss, teachers need to be proactive by setting professional development goals. It is of no secret that as of now, many students are receiving a sub-par education because many educators are ill-equipped to meet their students’ needs. “Compared with students' technology-infused lives outside of school, the traditional classroom is a somber place” (Prensky, 2008, 42). The answer is simple; educators need to take matter into their own hands. In this case, after reviewing National Education Standards for Teacher, I realize that two areas I need to approve upon are standards three and five.
To begin, standard three deals with modeling digital-age work and learning and standard five is engage in professional growth and leadership. After reviewing the descriptors of these two indicators, I feel that I can create a GAME plan that meets both standards simultaneously. Therefore, I need to first establish clear cut goals. However, I must first assess my current knowledge and skills in terms of technology (Cennamo, Ross, & Ertmer, 2009). In this case, I know that I am very tech savvy in comparison to my fellow colleagues. I utilize blogs, wikis, podcasts, cell phones, and SMART technologies on a regular basis. However, I also realize that I have not exhibited my knowledge of these skills beyond my classroom. I need to not only model these skills, but I need to be a leader and advocate their use throughout my school. I also realize that I need to learn more as well and continue my professional development by continuing to learn more about the latest technologies and their role in education.
Next, I need to take action in order to fulfill these goals. I have to truly take on the role of being a self-directed learner by taking control of my goals (Laureate, 2009). Therefore, during our monthly professional development days, I am going to model the use of a new technology for colleagues. This will enable me to teach my fellow contemporaries how I use certain tools for educational purposes, and it will also enable us to collaborate on generating new ideas to enhance future lessons.
Monitoring my goals will be based on feedback from my colleagues, students, and parents. At the end of my monthly sessions, I will ask my colleagues to complete surveys regarding what was helpful, what areas need improvement, and what technologies they need further support within their classrooms. As I take on the role of presenting, I will receive feedback from the audience.
Lastly, I will evaluate my goals throughout the entire process. During my monthly PD, I will alter my practices based on the requirements of my fellow staff members. Ultimately, it is their needs that I want to meet by modeling and discussing the various technologies. As new obstacles arise, I will alter my goals and execution as necessary to be successful.
Before education falls into complete darkness, I intend on doing my part as an educator by making a clear GAME plan and completing it successfully. My students deserve the best from me, and I realize that I am not doing enough to make other educators aware of all the wonderful technologies available. My classroom is only one of eight that my students experience, and if I am the only one bringing light into their education, then I am not fulfilling my duties as a teacher. I have been blessed with opportunities to have a 21st century classroom, and it is my turn to repay the favor by giving back to education through my knowledge.
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). Program one. Promoting self-directed learning with technology. Integrating technology across the content areas. Baltimore: Author.
Prensky, Marc. (2008). Turning on the lights. Educational Leadership, 65(6), 40-45.
To begin, standard three deals with modeling digital-age work and learning and standard five is engage in professional growth and leadership. After reviewing the descriptors of these two indicators, I feel that I can create a GAME plan that meets both standards simultaneously. Therefore, I need to first establish clear cut goals. However, I must first assess my current knowledge and skills in terms of technology (Cennamo, Ross, & Ertmer, 2009). In this case, I know that I am very tech savvy in comparison to my fellow colleagues. I utilize blogs, wikis, podcasts, cell phones, and SMART technologies on a regular basis. However, I also realize that I have not exhibited my knowledge of these skills beyond my classroom. I need to not only model these skills, but I need to be a leader and advocate their use throughout my school. I also realize that I need to learn more as well and continue my professional development by continuing to learn more about the latest technologies and their role in education.
Next, I need to take action in order to fulfill these goals. I have to truly take on the role of being a self-directed learner by taking control of my goals (Laureate, 2009). Therefore, during our monthly professional development days, I am going to model the use of a new technology for colleagues. This will enable me to teach my fellow contemporaries how I use certain tools for educational purposes, and it will also enable us to collaborate on generating new ideas to enhance future lessons.
Monitoring my goals will be based on feedback from my colleagues, students, and parents. At the end of my monthly sessions, I will ask my colleagues to complete surveys regarding what was helpful, what areas need improvement, and what technologies they need further support within their classrooms. As I take on the role of presenting, I will receive feedback from the audience.
Lastly, I will evaluate my goals throughout the entire process. During my monthly PD, I will alter my practices based on the requirements of my fellow staff members. Ultimately, it is their needs that I want to meet by modeling and discussing the various technologies. As new obstacles arise, I will alter my goals and execution as necessary to be successful.
Before education falls into complete darkness, I intend on doing my part as an educator by making a clear GAME plan and completing it successfully. My students deserve the best from me, and I realize that I am not doing enough to make other educators aware of all the wonderful technologies available. My classroom is only one of eight that my students experience, and if I am the only one bringing light into their education, then I am not fulfilling my duties as a teacher. I have been blessed with opportunities to have a 21st century classroom, and it is my turn to repay the favor by giving back to education through my knowledge.
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). Program one. Promoting self-directed learning with technology. Integrating technology across the content areas. Baltimore: Author.
Prensky, Marc. (2008). Turning on the lights. Educational Leadership, 65(6), 40-45.
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