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.