Reflective Essay for Reaching & Engaging all Learners Through Technology

Throughout the past eight weeks I have learned that my ability to use technology and differentiated instruction can help all students to learn. Differentiation begins when a teacher acknowledges student variance, accepts variance as a positive, and provides avenues for learning. “Because all three brain networks are involved in learning, teachers cannot literally ‘teach to’ students’ recognition, strategic, and affective networks as separate entities” (Teaching Every Student, p. 1). “Universal Design for Learrning is an extension of an architectural movement called universal design. Originally formulated by Ron Mace at North Carolina State University, the idea behind universal design in architecture is to create structures that are conceived, designed, and constructed to accommodate the widest spectrum of users, including those with disabilities, without the need for subsequent adaptation or specialized design” (The Origins of UDL, pg. 1).
There are many resources I have learned how to implement into by classroom after taking this course. I have learned how to use surveys, lesson builders, self checks, book builders, just to name a few. I have also discovered that technology can be a path to global learning, can broaden learning and help teachers to learn student ability levels. Like Kirsten Howard states, I can now hold thirty hands while only using two. “UDL focuses educators on developing flexible curricula that provide students with multiple ways of accessing content, multiple means for expressing what they learn, and multiple pathways for engaging their interest and motivation” (Howard, K., pg. 26-27).
Some adjustments that I will make in my classroom are: provide students with interest surveys in order to create lessons that will interest and motivate, allow students several options when choosing a project, adjust assignments to meet the individual needs of students, and allow students to collaborate and communicate with students from other schools to create global learning. The most effective change I can make is proved students with flexible methods of presentation, expression, and engagement. Ultimately, if I provide students with flexible methods, then I am accommodating a wider range of learning. In addition to changing the way I teach and make assignments, I will also need to take a closer look at variety in assessment. Instead of using standard multiple choice, true/false, matching tests, I will strive to have my students compare and contrast and complete assessments that allow them to internalize the material taught.
In conclusion, I have learned valuable information over the past eight weeks that will help me to implement technology as well as better instruction for all students. I feel very strongly that UDL will provide a new and better approach to learning for all of my students. I have also learned by visiting several CAST (Center for Applied Special Technology) sites how to develop flexible curricula that will allow my students “multiple ways of accessing content for expressing what they learn, and multiple pathways for engaging their interest and motivation” (Howard, pg. 27).


References:
Howard, K. L. (2004). Universal Design for all learning: Meeting the needs of all students.
International Society for Technology in Education, 31 (5) 26-29. Retrieved from the Eric
Database.
Teaching Every Student: Chapter 4-The Framework for UDL: Three Principles.
http://www.cast.org/teachingeverystudent/ideas/print.cfm?=Teaching %20every20
Retrieved, 30 October, 2010.

Final Reflection of My GAME Plan

I have learned that the implementation of self-directed learning and a GAME plan can help studnents to increase knowledge, skills, accomplishment and personal development. "Self-directed learners engage in three key processes: planning, monitoring, and evaluating their learning activities" (Cennamo, 2009, p.3). Four steps that are used to direct students in learning is also known as the "GAME" plan. The "G" stands for setting goals, the "A", taking action to meet the goals, the "M" is monitoring of progress toward the goal, and "E", the evaluation of goals that were achieved and extended the learning of new situations.

The use of a GAME plan will help me to be a better instructor by making me think about the steps I can take to direct my students in the learning process. The integration of technology is also another key concept that will be used to help guide my students to become metacognitive learnners. With the use of a GAME plan I can make learning tasks appropriate for all students and help them to develop skills that will help them in lifelong learning.

An adjustments that I will make as a teacher is to set goals for my professional growth. I have learned the importance of not only setting goals for students, but also for myself. In order to monitor my growth, I have decided to use a portfolio to documet growth and student progress. In my portfolio I will showcase projects, assignments and accomplishments from my students by placing exemplars in my professional developmnet portfolio. Another adjustment I will make this summer is to continue to take technology courses offered by our intermediate unit in order to expand my technological capabilities.

In conclusion, creative thinking, proper planning, the use of technology, and the integration of a GAME plan will help me to become a more effective and productive teacher. While providing authentic instruction, my students will be inspired to be creative, self-directed learners and also will learn skills that will enable them to be lifelong learners.

References:

Cennamo, K., Ross, J. and Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use, A Standards Based Approach. Ohio: Cencage Learning.

Final Thoughts on my GAME Plan

Over the past several weeks I have learned that in order to build learner autonomy, a teacher must provide students with a variety of interesting and relevant topics. When a student is allowed to choose topics that are interesting and relevant, the motivational rate of students is much higher. It is important to allow students to pursue their own interests and formulate their own questions. Technology plays a large part in student learning and is a powerful learning tool. Self-directed learning is an important part of 21st century learning. "While technology is not essential to creating authentic, learner-centered instruction, it offers a powerful resource for engaging students in authentic experiences, typically increasing both their motivation and their learning" (Cennamo, p.51).

Using a GAME plan can help students to become proficient in their learning by allowing students to: set goals, take action to search and locate information, monitor the extent of components and evaluate and extend learning. NETS-T standards fit in nicely with the GAME plan because they allow teachers to "promote support, and model creative and innovative thinking and inventiveness, engage students in exploring real-world issues and solving authentic problems using digital tools to reveal and clarify students conceptual standing and thinking, planning and creative processes" (Cennamo, p.24).

In conclusion, both the teacher and the students can benefit by using a GAME Plan to support creative thinking with technology. Coupling GAME Plans with standards can help teachers to achieve instruction that facilitates and inspires student creativity.

Lora K.
HS English

Reference:

Cennamo, K., Ross, J., and Ermter, P. (2009). Technology integration for meaningful classroom use, a standards-badsed approach. Ohio: Cengage Learning.

Week #6, Revising Game Plan

Now that school has ended here in Central Pennsylvania, most of my GAME plan has come to a halt. Although my GAME plan has temporarily stopped, I still continue to learn a lot of useful information on how to implement technology into my English classes. I have learned that students have a lot to gain through communicating with other students via the Internet. Blogs, wiki, power points and digital story telling are just a few ways to use technology to aid in student learning. Peggy Ertmer (Laureate Education, Inc., 2009) stated in week #3's video, Enriching Content Area Learning; there's a way to integrate technology into any class. Our students are "growing up in the light", they are familiar with technology long before they enter our classroom.

The goal I have set for myself is to continue to embrace and learn new technologies that are available to help my students learn and to make my teaching more solid. I am going to try to incorporate technology into every unit I teach next year. A large part of my summer will require the planning and implementation of technology to help my students learn and grow in a technologically rich society.

In order to improve my approach to the implementation of technology, I am presently searching for a class to take during my summer vacation. I am hoping to find a class that will help me to effectively use a Smart Board. Next year, I will have access to a Smart Board and am hoping to say goodbye to my old "dumb" green chalkboard!

References:

Laureate Education, Inc. (Executive Producer). (2009). Enriching content area learning. Baltimore: Author

Week #5

This week I have learned that Problem Based Learning (PBL) enriches student learning of content and instructional approach. The benefits of PBL are; self-directed learners, the deep learning of content and standards and content explored in an authentic way and meaningful way students become engaged and passionate about learning. Technology can facilitate PBL by allowing students to reflect on their learning by the use of: blogging, journaling, e-journals or wikis.

In order to find a good problem for students to use Problem Based Learning, a teacher can use a situational dilemma, local community issue, or a puzzling matter. A good PBL problem is meaningful, fits standards, is authentic and enables students to take part in cooperative learning.

PBL allows students to apply and improve skills in a variety of ways. PBL is a teaching tool that I can use in my GAME plan. With the integration of technology students have unlimited sources and can easily access accurate information. Projects that students create can be used as artifacts and students will be able to reflect on their learning.

Week #4: Monitoring Game Plan Progress

As a continuation of my GAME plan this past week I spoke with the reference librarian and have set up a time frame to meet next year when my students will write research papers. The reference librarian will aid my students and myself in using search engines and also with the proper citation of sources. In addition to the help of the librarian, I have enrolled in a summer course in computer technology to strengthen my computer skills and knowledge. I also met with our curriculum coordinator and shared the results of the technology survey I took in a previous class. The curriculum coordinator was impressed and interested with the information I had to share. He is going to implement more technology opportunities for teachers in our district to strengthen our need for more instruction and guidance on how to implement technology into our classrooms. I also met with the English department and discussed the issue of plagiarism and the need for it to be mentioned in our student handbook. Currently, there isn't any disciplinary action stated for plagiarism. The lack of a disciplinary action concerned me, I feel very strongly that students need to understand that plagiarism is not acceptable. Simply telling the students to avoid plagiarism their senior year when writing a research paper is too late. Students need to know that plagiarism is wrong and will not be tolerated. Our Engish department has plans to meet with our principlal to discuss a plagiarsim policy.

Presently, I do not feel a need to modify my action plan. I have learned that there are many people within our school district willing to work and help me with technology implementation and the exploration of strategies that will help me to process, develop, implement, monitor, and evaluate my personal game plan.

New questions that I have are:
*How soon will teachers at our school be offered technology training?
*What other sources can I use to help me achieve my GAME plan?
*Am I moving quickly enough to implement my GAME plan?

Resources and Additional Information Needed for GAME Plan

Resources needed to carry out my game plan are:

* Reference Librarian- The reference librarian will be needed to help reinforce research skills and resources for students.

* Computer Lab- Will be needed to show students how to use search engines to gain credible research information.

*Power point on plagiarism- to be shown to reinforce what plagiarism is and how it can be avoided

*Perdue Owl web Site- Students will review and navigate on the Perdue Owl Writing site at http://owl.english.purdue.edu/

*Share the information from a technology survey taken previously by colleagues within the district with administration.

*Encourage our IT Department to search for grants and ways to upgrade our current technology.

Steps taken so Far:

To date I haven't had enough time to take any action. I am busy at school writing finals and preparing for end of year procedures.

Additional Information Needed:

Power points and worksheets on citations and plagiarism.

Reputable research search engine sites.

MLA & APA guide booklets.

My Personal Game Plan

For a graduate class that I am currently taking at Walden University, I was asked to post a blog developing a GAME plan for strengthening my confidence in at least two indicators in the NETS-T (National Education Standards for Teacher. "GAME" is an acronym used in identifying content standards. The "G" stands for the setting of goals, the "A" represents taking action, the "M" is for monitoring, and the "E" represents evaluation and extension. Teachers use the NETS-T performance indicators to help "design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues and the community" (ISTE, 2008). The course I am taking is focused on integrating technology into the classroom for use. "While technology is not essential to creating authentic, learner-centered instruction, it offers a powerful resource for engaging students in authentic experiences, typically increasing both their motivation and their learning" (Cennamo, Ross & Ertmer, 2009, p.51).

The ISTE lists five standards with four performance indicators for each standard. The five standards are: facilitate and inspire student learning and creativity, design and develop digital-age learning experiences and assessments, model digital age work and learning, promote and model digital citizenship and responsibility and engage in professional growth and leadership.
With each standard is a list of four performance indicators that help to define the role of the teacher.

The standards I feel most comfortable with are; facilitating and inspiring learning and creativity, designing and developing digital-age learning experiences and assessments and modeling of digital-age work and learning. I have often encouraged my students to use innovative thinking and creativity in my English class. When designing lesson plans and activities I try to incorporate digital tools and resources to promote student learning. Many extra credit assignments require the use of computers for researching authors, vocabulary or history that relate to what my students are learning. In addition to classwork, I also use digital tools to communicate with parents and other teachers. When researching background information I often use a search engine to obtain new and interesting facts about stories and authors that my class will read.

Two standards in which I could use strengthening are; promoting and modeling digital citizenship and responsibility and the engagement in professional growth and leadership. Although I do spend a lot of time teaching my students about plagiarism, I probably do not spend enough time having students cite sources for non-researched papers. Another problem within our district is the lack of technology. Equitable access to appropriate digital tools and resources is sometimes impossible in a district that has limited technology. Due to the lack of technology my classes are also limited to global learning through the creative application of technology in the classroom.

In order to strengthen my confidence and proficiency in the promotion and modeling of digital citizenship my plan is to advocate, model and teach safe, legal, and ethical use of digital information to my students with the help of our librarian. Students will respect copyrights and intellectual property by citing sources every time they are used. In order to achieve this goal, I will take more time to teach citations and plagiarism with the help of the school librarian and by using activities that require students to cite others work. Progress of students will be monitored by giving assignments that require students to exhibit safe and ethical use of digital information. Learning will be extended and evaluated by slowly building the length and depth of the assignments which will require students to model safe and legal use of digital information by giving proper credit to another intellectual property by documenting sources.

Professional growth and leadership is another area in which I need more focus. Since I am a new teacher I have spent most of my time just trying to get through each day. Now after a year of teaching, I am slowly gaining more time to exhibit leadership in my school and professional community. A goal of mine is to convince our superintendent and Principal that more technology is needed within our high school building. In my last graduate course I conducted research on why some teachers don't use technology and had teachers take a survey regarding technology and why or why not they may or may not use it in the classroom. The information I found and received I plan on sharing with our administration to help convince them that better technology within our building can help to motivate our students to learn. Although I am not sure how to monitor my progress, I am hoping that my progress will result in more technological opportunities for my students. I will evaluate and extend learning by continuing to research how technology can motivate and help students to learn.

References:

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use, A standards-based approach. Ohio: Cengage Learning

ISTE (2008). www.iste.org

Final Reflection EDUC 6712D-1

I have learned a lot about web literacy and technology implementation into the classroom. The most striking revelation I have had about the teaching of new literacy skills as a result of this class is that; "The ability to think critically about web information is an essential skill for teachers and students" (November, 2008). Web reading is so much more than just reading what is on a web page, it involves the understanding of the grammar of the Internet and how information is controlled. "Locating and comprehending information on the Web is even more challenging than locating information in traditional venues. This is a highly complex process, one that many learners of all ages find difficult" (Eagleton, 2007). Students and teachers need to understand the essential elements of the Internet. Some of the essential elements are: domain names, IP addresses, URLs, Web browsers, links, home pages, examination of content, and asking about the author or owner. Before our students can effectively utilize the web, they must understand how to think critically about the information and communication they will use on the Web. Students must learn the "grammar of the Internet" before they can engage in critical thinking (November, 2008).
The knowledge and experience I have gained by taking this class will influence my teaching practices and will help to take my teaching techniques into the 21st century. I have learned that in order for students to effectively read information from the web they must employ strategies for Internet inquiry that will guide them to a better understanding of information and inquiry. In order for students to understand how to use the information they find on the web they must be able to understand web and print literacy, understand resources, ask questions about the information and validity of the material, evaluate information and ideas, synthesize ideas to form an understanding, transform information into knowledge and reflect on what one has learned. While taking this course, I have learned how to prepare and guide my students to understand the resources, information and ideas that they will find while using web technology. A strategy that I have learned is the "REAL" process. The REAL process is a scaffolding of four steps to help students understand web materials. The four steps are: read the URL, examine the content, ask about the author and owner and look at the links. Another useful Internet inquiry I learned is "QUEST". "QUEST is a model of Internet inquiry that engages and supports students as they tackle the complexities of reading on the Web" (Eagleton, 2007). The "Q" stands for questioning, the "U" represents understanding resources, the "E" signals evaluating, the "S" is for synthesizing, and the "T" represents transforming information found. With the use of "REAL" and "QUEST" strategies my students will have a better understanding of Web literacy and the information that they find while using Internet inquiry. REAL and QUEST will help me to make Internet inquiry clear and focused, which in turn will foster literacy.
A professional development goal that I would like to pursue is teaching my students how to navigate and understand Internet inquiry. I now realize that many students do not have the foundation or building blocks of web literacy. It is clear that students know how to navigate on the Web, but don't always understand how to evaluate information found. I will take more time in the future to teach my students how to validate information on the web. I plan on incorporating the use of "REAL" and "QUEST" strategies to help students evaluate and put information together, to research outside the box and expand their boundaries while utilizing web technology to its fullest potential. In order to implement the use of REAL and QUEST, I will take time to teach my students the principles of these two strategies. I will spend time teaching the steps and instructing students how to use REAL and QUEST strategies in the classroom to ensure that students will have inquiry skills when we begin research projects. The skills that I teach my students in English class will also help them to succeed in other classes that will require web inquiry or research.
In conclusion, the Web has opened the door and made research and information easily accessible to our students. Some of the information students will find is accurate and useful, wile some information is not. "Not teaching students to be savvy Internet users leaves them to navigate the information superhighway without a map, a tank of gas, and a spare in the trunk" (Eagleton, 2007). Teachers must take time to make sure that our students become familiar with the basic organizational structures of the Web. It is more important for a teacher to model, practice, scaffold and give feedback while teaching students strategies to employ successful literacy skills. In the future I will not assume my students have the literacy foundations, I will take time to teach them how to achieve literacy and guide them to success.

References:
Eagleton, M. B. & Dobler E. (2007). Reading the Web, Strategies for Internet Inquiry. NY: The guildford Press.

November, A. (2008). Web Literacy for Educators. CA: The Corwin Press.