G.A.M.E. Over? I Don't Think So!

Considering the fact that prior to this course I had no G.A.M.E. Plan for integrating technology into my classroom, as described by Cennamo, Ross, and Ertmer (2009), I would say I have progressed well. However, realistically there is still much more that I need to do  As with any self-directed learning, you can never actually reach the end.  It is cyclical, leading you to a point where you just have more questions about more things.  Nevertheless, it is through this upward spiral that we become better teachers.  The following is a synopsis of my accomplishments and learning thus far.

Standard 1c) “Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes” (ISTE, 2008).

According to Davis (Laureate Education, Inc., 2012a) collaborative tools can greatly increase learning while preparing them for the future.  Davis (2012a & 2012b) lists off a number of specific benefits of using online collaboration software including the ability for students to teach each other, increasing the diversity of a classroom, and allowing students to work asynchronously.  All of these insights came after I already had my G.A.M.E. plan in place, justifying the work I had done and encouraging me to seek more information.

I am now proud to say that I have created a Google document that is full of resources related to collaborative learning.  Most of these resources are blogs published by teachers or tech-support staff about how they, or their districts, are using collaborative learning.  This is exactly the type of information I was looking for as I have known the names of software  that allows collaborative learning, but not how to actually implement them with students.   I have set many of these up on my Google Reader so that I can stay up to date on what people are trying in their classrooms.

One place I have still struggled is finding a community that where I can have two-way conversations about online collaboration in classrooms.  Right now I have a bunch of resources that I can read and attempt to digest on my own.  However, when I have questions or feel like I can make valuable input my options have been limited.  I have commented on several blog postings but have received little if any conversation or feedback.  I am now thinking that I am not taking my own advice about social networking and that I need to try to find a more verbal community.  I am thinking that the next part of my revised G.A.M.E. plan will be to get onto LinkedIn, Google+, or Twitter to look for a more active community to join.

The other side of the coin is to use what I have learned with students.  This is tricky as I do not have a classroom right now.   However, I have a long list of ideas that I am writing down for when I go back next year.  Right now I am going to take advantage of performing the research that is so hard to do when we are actually in the trenches.

Standard 2b) “Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress” (ISTE, 2008).

As I have worked through this standard I have followed a very similar path that I did with Standard 1C.  To be honest, I focused on this one a little bit less because I have been more interested the first, but that does not mean it is less valuable.  My greatest epiphany has been the application of the Universal Design for Learning (UDL; Cennamo, Ross, & Ertmer, 2009) and its close relation to this standard.  Accordingly, I have collected online and scholarly resources related to UDL and the use of education technology.  I have collected these in a document attached to the original mentioned in Standard 1C. 

I am excited about applying my findings with my own students, and have already begun making a list of how I will go about doing this for next year.  Much like the first standard, I believe that having a strong community that I can reach out to and help build would be key.  Again I feel that a professional based network like LinkedIn might be a great start.  I have already joined the site, but have not gotten much further as of yet.

After working through a G.A.M.E. plan myself, I am excited about using a similar process with my own students.  Before doing so I think I would pare the process down a bit by coming up with a simple form where they can set up and address each piece.  I would like to implement this part way through the year so that students have already had access to several pieces of technology and understand how the class works.  My plan is to allow for more and more open-ended projects throughout the year where students can choose how they will demonstrate their knowledge.  By having students put a G.A.M.E. plan into place, they will have something to guide which direction they will go.  For example, if someone really wants to learn how to do video editing, then they can focus on this within the context of the science content.  Using the G.A.M.E. plan model I can help students go further and try new things, all of the while allowing them to reflect back on their progress.  Talk about self-directed learning and student autonomy! 

In terms of technology integration into my content area, my biggest step is a lack of fear.  I have now been discussing applications of technology and collecting a list of technologies I would like to use in my classroom next year.  It has been great hearing from professionals and classmates about how they are using these techniques and technologies and gets me excited to start a classroom next year based around these.  I believe that by implementing these techniques and building the culture right at the beginning of the year that they will be much more successful than haphazardly attempting them in the middle of the year. 

This class has opened my eyes to three great learning tools: problem-based learning, online collaboration, and digital storytelling.  In truth, it is only the latter that is new to me, but I have gained enough knowledge about each that I will just count them as such.  Additionally, I have learned an incredible amount about how to integrate technology with each.  Not only do I have a long list of software, but practical applications and short cuts to make them work efficiently and effectively with my students.

As Cennamo, Ross, and Ertmer (2009) explain so well, in science: “Technology is well suited to supporting problem-based and inquiry learning approaches that are authentic and well integrated with both the ISTE and National Science Education Standards” (p 271).  I have always considered myself to be an inquiry based teacher.  However, I have now been shown how many advantages there are when moving the classroom all of the way to problem-based learning (PBL).  This is something I will be moving into quite readily when I get back to a class.  Although I still do not believe that it can be the only way a class runs, it has great potential from time to time.

Social networking and online collaboration is another area that I have already discussed a bunch within the context of my G.A.M.E. plan above.  It is the one area of technology that I would like to focus on the most because I believe it may be the norm of the future.  I am still looking for the best way to jump in, but by the time I start teaching next year I can guarantee this will be a key part of the class.

Digital storytelling also has potential.  There are several places that I could see it as a great fit to really get students involved and to try their hand at some new technologies and techniques.  Due to the amount of time needed and ease of distraction I do see it as a once or twice a semester tool, but that does not mean it does not have merit.

In the end, I have three new arrows in my teaching quiver.  Each of which I can see taking a place within my future classroom.  Additionally, I have a long list of ideas and technology tools that I am excited about trying out.  I have also seen how having a G.A.M.E. plan can accelerate my learning of new technology and teaching tools and how I need to proactive to stay up with the times.  It has also been great to work alongside some wonderful teachers from around the country and get their opinions and perspectives on the work I am putting into place.  It seems as if it is only up from here!

Thank you!

Chris (Mr. C)  

Resources:

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.

ISTE (2008). NETS-T. Retrieved from http://www.iste.org/standards/nets-for-teachers

Laureate Education, Inc. (Producer). (2012a). Spotlight on technology: Social networking and online collaboration, Part 2. [Course Media]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2012b). Spotlight on technology: Social networking and online collaboration, Part 1. [Course Media]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.

Putting it into Practice: Online Collaboration

Benefits of Social Networking and Online Collaboration:

To begin, let us first discuss the benefits of collaboration on its own.  Pitler, Hubbell, Kuhn, and Malenoski (2007) explain that students construct and make sense of knowledge better while working together.  Looking at this week’s resources, Hargis and Wilcox (2008) cite several sources that have shown collaboration not only helps students retain information, but also enjoy the experience more.  So where does technology come into play in all of this.  Pitler et al. (2007) say it best when the explain how technology can aid collaborative learning by: “Facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (p 140).  Technologies ability to help students collaborate this seems to evolve exponentially as more freeware and updates are added online almost daily that teachers can take advantage of.

Davis (Laureate Education, Inc., 2012a) echoes all of these benefits of technology in student collaboration.  She also adds another key point that online collaboration expands a sixty-minute block throughout the rest of the day.  Students now have time to process information and think about their responses instead of feeling the pressure that the school bell brings.  Davis (Laureate Education, Inc., 2012b) also discusses the benefits of expanding the classroom by using an online presence to connect to the world.  She explains that online collaboration opens up the door for talking with professionals and students from around the globe.  This, she says, greatly expands the diversity of experiences students have.

 

Challenges of Social Networking and Online Collaboration:

While the benefits of collaborating online are many, so too are the challenges.  However, Davis (2012a) walks us through a few.  For one, there is the fact that students, along with me, will be using new technologies.  This always instills fear into teachers, as we can never be prepared for everything that can go wrong.  This is something that any teacher introducing technology just has to get over, as not knowing is part of the territory, and part of the fun.  Perhaps more challenging are teaching the skills that go along with online collaboration, such as students’ ability to write collaboratively (2012a).  This is something that had not even occurred to me, probably demonstrating the amount of online collaboration I have had students do.

Other challenges that I will have to face are those related to my district and their conservative technology policies.  They seem to be slow at embracing modern trends despite the safeguards available.  Along with this comes a general lack of technology and appropriate support.  In the current economy, these were the first two things cut, all in a time where they are becoming more and more important.  This means that access to computers, especially frequent enough to make online collaborative work possible, is difficult.

Challenges of Management:

One fear that we all have that Davis (2012a) discusses well is students’ etiquette online.  I believe this goes hand-in-hand with keeping track of students work online, another challenge Davis discusses.  I believe she gave excellent advice about working into collaborative work rather than trying to do it all at once.  For instance, Davis discussed the benefits of using an RSS reader to manage her students work.  She suggested starting off where each post must be moderated.  This seems a daunting task, but I could also see using group leaders (trusted students) to do some of this for us.  As you continue to build your school’s online culture, eventually moderation can be removed. 

This RSS reader can also be used to sort out your students from larger collaborative project by taking advantage of “tags” (2102a).  A concept I have often used, but never quite understood the power of.  By having students tag their assignments with a specific “tag,” a teacher can follow that “tag,” thereby collecting all of their assignments.  Brilliant is all I have to say.

Insights Gained as an Online Student:

One insight I have discovered is that you need to know your clientele.  This means you need an understanding of what they know (in terms of tech) and how willing they are to learn.  It has been an interesting experience working with teachers in this program who all have a desire for knowledge but come with a wide variety of backgrounds.  With our students, I believe it would be wise to do a technology survey to see where students stand and access how much you will need to teach them. 

Another insight I have gained is that online collaboration can be frustrating.  Whether it is technology that is not cooperating, or the group members themselves, we need to be prepared to work through, and teach students to work through, whatever comes.  It will take practice, which means we cannot lose hope if it does not go great the first time.

Resources:

Hargis, J., & Wilcox, S. M. (2008). Ubiquitous, free, and efficient online collaboration tools for teaching and learning. Turkish Online Journal of Distance Education, 9(4), 9–17.

Laureate Education, Inc. (Producer). (2012a). Spotlight on technology: Social networking and online collaboration, Part 2. [Course Media]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2012b). Spotlight on technology: Social networking and online collaboration, Part 1. [Course Media]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.

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

Getting in the G.A.M.E.

As I continue the hunt for those precious gems of technology and groups who are using them the progress is slower than I thought.  The main reason is not that I cannot find anything, but that I am finding too much.  My searches bring back memories of the Bing commercials from a few years back related to search overload.  For fun (and practice) you can watch a few in the following YouTube video Bing: Cure for the Search Overload (Teccom747, 2009):

In looking for the right programs, blogs, and communities I have been sorting through suggestions from classmates, colleagues, and stuff I have found through search engines.  Now, I am working more about narrowing down the searches and finding the best, most useful stuff.  The following is a synopsis of my findings thus far.

Standard 1c) “Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes” (ISTE, 2008).

Last week I discussed collecting all of my findings in a document on Google Drive.  The goal of this is to allow a place where I can store my findings and research in a way that I can easily share it with others and allow other to add to it as well.  I have set up the basics and thrown a few resources on a document, but am not quite prepared to open it up to the public.  More to come here.

Speaking of Google Drive, last week Hansen (2012a) directed me towards the specific use of Google Groups.  My research into it is limited, but essentially, groups can be set up based on invitation or interest and members correspond using threaded discussion.  As the discussions can be public or private, it is another interesting piece of software to add to our collaborative arsenal.  Check out Hansen’s blog for more updates at They Just Call Me “Hansen” (Hansen, 2012b)

Another classmate, Brunswick (2012) also directed me to a great blog that often has information about collaborative tools.  The blog is called Blogging about the Web 2.0 Connected Classroom (Anderson, 2012).  I actually like enough of the content in this blog that I linked it on my own blogs home page (over on the left under My Blog List).  There are many useful tips on how to use technology for all sorts of things, including collaboration.  This is the type of resource I am looking for to enhance my own knowledge of the tools available.

While clicking through several other educational technology sites and blogs I came across another gold nugget that I will share.  In a blog post titled 50 Free Collaboration Tools That Are Awesome for Education (Accredited Online Colleges, 2010), you find a list of exactly what the title says.  It is broken down into five groups of ten sources each by category of what you would like to accomplish.  Examples are completing Group Projects, Social Networking, and Note taking.  Many of the programs are ones you have heard of before, like Wikispaces and Twitter. However, there is a large list of software I have not heard of that seem very useful too.  Though geared for college-aged students, almost all of these look feasible in high school classrooms.

Although I am finding good resources, they are more in the form of databases.  The piece I am still missing is finding a community to belong to and communicate with.  I understand that blogs are a form of community and that by subscribing and commenting you are becoming part of that.  However, not being in a classroom right now I crave a little more communication than that.  Any suggestions on where to look?  Or even what media format would be good to search through?

Standard 2b) “Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress” (ISTE, 2008).

Educational technology is often multifaceted.  The same goes for resources associated with educational technology.  Many of the resources I have mentioned in relation to the last standard are also useful here.  One distinction I mentioned in last week’s post is that this standard seems to tie in very well with the Universal Design for Learning (UDL). (see Sticking with my G.A.M.E. Plan for more details)  Therefore, I wanted to specifically seek out resources and communities that link UDL and educational technologies.

One great source I found is a blog called Universally Designed: AT, IT and UDL Tips and Tricks (Universally Designed, 2012).  It would have been nice to find this last week when we were studying UDL, but it is still superb.  It gives you excellent walk-throughs of technologies and techniques.  Some posts even have step-by-step photo tutorials with screenshots.  Another feature that is not as common as it should be in blogs, is the ability to search posts by category.  For example, you can look for Apps, Instructional Strategies, UDL, and more.  Well worth your time to check out.

Again here, I would like to find a more interactive community.  I also need to look through and pick out some specific tools and strategies to try when I get back into a classroom again.  I am creating a database on Google Drive with this category as well, though I have both of my resources in the same document as of now due to their relatedness.   Any more resources or advice would be greatly appreciated.  

Resources:

Accredited Online Colleges (2010, April 7). 50 Free collaboration tools that are awesome for education (Web log post). Retrieved September 25, 2012 from http://www.accreditedonlinecolleges.com/blog/2010/50-free-collaboration-tools/

Anderson, S. (2012). Blogging about the web 2.0 connected classroom (Web log). Retrieved from http://blog.web20classroom.org/

Brunswick, S. (2012, September 23). Sticking with my G.A.M.E. plan (Web log reply). Retrieved from http://hiscitech.blogspot.com/2012/09/sticking-with-my-game-plan.html

Hansen, R. (2012a, September 23). Sticking with my G.A.M.E. plan (Web log reply). Retrieved from http://hiscitech.blogspot.com/2012/09/sticking-with-my-game-plan.html

Hansen, R. (2012b). They just call me “Hansen” (Web log).  Retrieved from http://justhansen.blogspot.com/

ISTE (2008). NETS-T. Retrieved from http://www.iste.org/standards/nets-for-teachers

Teccom747 (2009, June 8). Bing: Cure for the search overload. Retrieved September 25, 2012 from http://www.youtube.com/watch?v=cAwUUgnBhCU&feature=related

Universally Designed (2012). Universally Designed: AT, IT and UDL Tips and Tricks (Web log). Retrieved from http://www.systemsofsupport.org/udlblog/