This week we began deciding our own
GAME plan based on Cennamo, Ross, and Ertmer’s (2009) advice on becoming
self-directed learners when it comes to technology integration in our
classrooms. To begin this process we
were asked to look at the International Society for Technology in Education’s(ISTE) standards for educators which are known as the NETS-T (ISTE, 2008). From these we were asked to reflect upon our
teaching and skills and select two indicators which we could use some
strengthening and confidence. Below I
have listed my chosen two and created a basic GAME plan for each.
1c) “Promote student reflection
using collaborative tools to reveal and clarify students’ conceptual understanding
and thinking, planning, and creative processes” (ISTE, 2008).
Goals – The key
part to this indicator is the “using collaborative tools.” Now, using them just for the sake of using
them does not do anything but waste valuable class time. However, using them with the purposes described
within this indicator can greatly increase student learning and
engagement. I already have a list of
software tools that I have seen used for collaborative efforts among students,
both within and across classrooms.
However, I would like to know more about the actual structure of lessons
incorporating these tools. For example,
I know blogs are a good tool to use for student collaboration and I have seen how
we use them in our class, but thinking about actually implementing that with my
students with limited access to crowded computer labs is another story.
Action – What I
will be looking for in terms of information are more detailed descriptions of
the way other teachers have implemented this. Rather than the examples we often get through
our class resources which basically explain what the technology is and how it
helped students learn, I would like to see lesson plans describing things like how
students were grouped, how often they posted, and how they were graded. One resource I will look for is teacher blogs
and descriptions of what they did. I
believe this may have to be outside of the realm of published papers as there
are often too many criteria in published work for the amount of detail I
desire. Another resource is going to be
finding other teachers, or communities of teachers, who are already
implementing such skills.
Monitor – In order
to monitor my progress, I will keep a log of any resources I find. These resources will include people, and
communities of people. I will also be on
track if I start actually developing my own lessons based on my research and
work towards implementation. Through
this, I will be able to pick up patterns of what successful implementation
looks like.
Evaluation –
Ideally, I will know if I succeeded after I have successfully implemented a
lesson or two using collaborative technology within my own class. However, with no current classroom and a new
baby boy coming in the next 48 hours, this is going to be put on hold for a
little while. Instead, I will have to
determine whether I feel ready to implement the lesson as opposed to actually
doing it. In terms of a learning
community, this may mean giving advice rather than just taking it after
researching online. It will also mean
that I have a solid document I have created based on my research that has all
of the best practices I have discovered that is ready to go when I am in a
position to implement this with students.
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).
Goals – Like the
last one, this indicator also has many different facets. The part I would like to focus on is the
piece on students pursuing “their individual curiosities.” Now, success in that means having them set
goals, manage their learning, and assessing their progress, thereby requiring
the rest if the indicator. However, I
just want to focus initially on how to design projects that target the core
content while allowing for student’s personal taste to be part of their work in
terms of topic and delivery. My goals
here are very similar to the goals with the other standard above, and I
actually believe that they can be learned together, especially when thinking
about a learning community.
Action – My action
plan is essentially the same as the previous indicator. One key difference would be the added benefit
of finding a learning community focused on biology, or at least science, so I
could see specifically what type of lessons they are doing. This would also allow for more overlap in
content and resources.
Monitor – My plan
for monitoring is also very similar to standard 1c. One note I would add is that this indicator
seems as if it would be easier to work into with projects I have already
designed, offering more freedom and presentation options as students advance
and I feel more comfortable with the flexibility. A journal of my implementation would be
beneficial, as it will allow me to reflect on the pro and cons of my lesson
planning decisions which I can build upon in the future.
Evaluate – All of
my sentiments from the first indicator are shared here as well. However, this standard seems easier to work
into slowly as opposed to requiring everything to be in place. I will know when I am meeting my goals when I
am able to pass on information and advice to others based on my
experiences. On issue with each of these
standards is that you can never truly master them, rather you can just keep
getting better at how you do them.
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.
Chris,
ReplyDelete1. You were concerned how to implement a collaborative blog in a crowded computer classroom. Then don’t. Assign it as homework and see the results that way.
2. Lesson Plan: I created a youtube link to John Stossel’s 13 year old TV special called “Greed” (1999). I had the students watch it for homework and then had them comment about it on Schoology (2011).
3. Schoology is a education website designed to look and feel like Facebook, so the students feel immediately comfortable with it.
4. Grading the success of the lesson: Before you actually try to teach content, be sure to have a lesson about acceptable use of the internet. NETS-T (2009) 4c states that we should “promote and model digital etiquette and responsible social interactions related to the use of technology and information”. What that means is that you have to teach the students not to give themselves a name like “nastygirl12” on your blog. It means you have to teach the students not post pictures of owls eating mice or smoking babies. These have all happened to me, because I did not anticipate my students being so silly. We have to remember that they live a world of no consequence and they do not see the harm in such things.
References
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
Schoology. (2011, November 16). Retrieved from https://www.schoology.com/home.php
Stossel, J. (Executive Producer). (1999). Greed (television). New York: American Broadcasting Company.
Steven,
DeleteIt would be interesting to assign some of the collaborative work as homework. Prior to doing such thing I have decided to give my students a survey to find out how many really have access to what technology when. With this information I can determine the amount of time I need to allow them to finish the task as well as what accommodations I would need to make for students who do not have computer access.
Thank you so much for the tip on Schoology.com. A quick glance makes it appear to be a very good alternative to Facebook in an educational setting. I will be researching it even more for my Academic Research project on social networking in the classroom. On that note, I agree with you that teaching ethics is essential when it comes to technology. You bring up an often unheard of point of teaching students how and why to choose "good" usernames and e-mail addresses. You know they are not learning it at home when you go to e-mail a parent only to double check to make sure the address isn't a bad joke.
Keep up the good work,
Chris
First I would like to compliment you on the set up of your blog page. It is fun and interesting, and I would think your students would want to create something as appealing under your guidance. I know I could use your help :). But of course, I am teaching younger students; your students may be more skilled in the use of the technology.
ReplyDeleteI do agree with you, as would Cennamo, Ross, and Ertmer (2009), that technology cannot be employed as pure novelty, but needs to be tied to instruction. Duke and Sanchez (2001) list a number of strategies as simple as writing about the topic at the beginning of a unit or writing about a process used for a project or assignment. Writing of this nature can be viewed as formative without the heavy consequence of grading for both you and your students, yet still informative.
I am also on board with Steven's warning and the focus of instruction on digital etiquette. It is an important reminder of our responsibility to help our students become more aware of their actions when they are posting inappropriate or personal information.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Mason, OH: Cengage Learning.
Duke, C., & Sanchez, R. (2001). Assessing writing across the curriculum. Durham, NC: Carolina Academic Press.
Susan,
DeleteThank you so much for your approval of my blog design! I take pride in what I create, which usually also means spending time and working through frustrating glitches. I have also tried to really use the class blog rather tan let it sit.
I have often been frustrated when an administrator walks in for five minutes and then commends me for "using technology." There is rarely a hint about I used it or whether it is even current, just simply that I did. I believe in our classrooms we often do the same things with students, commending them for their use of technology while only glancing over how they used it and what they actually learned. You are right, that we must focus on the ethics and etiquette behind the application of technology as much as the use of the programs themselves. Combine this with content requirements and high stakes testing and it is a daunting task . . . however, if we do not teach them, who will?