Now that I have my goals for meeting technology standards I need to decide how I am going to get there. The two goals I have chosen are different from each other so each will require different levels of research and time to prepare to implement lessons.
Goal 1: to introduce and implement new technology to my students throughout units of study and assessments,
To start, I need to search for new technologies to introduce to my students. I will also need to survey my students to see what they are familiar with already so I do not implement technology all of them are comfortable with. I have been able to talk to some of my classmates about digital story programs and other ideas of technology to introduce to my students.
Another step I need to take is make the time to search for the new technologies and teach myself how to use them as well. This will take some amount of time and I am hoping to use my time off this summer to accomplish this. To assess my progress I will reflect on the success of my lessons and discuss my progress with my colleagues.
Goal 2: of promoting/modeling digital etiquette to my students when I am implementing technology or using information from another source.
To accomplish this I will need to find resources of what digital etiquette is. Also I would like to review the DVD program from a previous course where the teacher taught students how to evaluate and analyze a website. She also discussed how to model digital etiquette on this video. I am sure there are some resources out there such as WebQuests or PowerPoints that I could use as well. If I am not able to find these types of resources I will have to synthesize the information I find to create one.
I will need to make sure to monitor my progress, research, and reflect during the whole process of executing my GAME plan. This will take time but I hope to have made revisions to my lessons for the beginning of the school year.
Sunday, May 23, 2010
Sunday, May 16, 2010
Carrying out my GAME Plan: week 3
For my first goal: to introduce and implement new technology to my students throughout units of study and assessments, I will need to take the time to search for different assessment websites where students can take quizzes or test online. I have heard of QUIA before but I do not have an experience with the website. I also want to implement the class blog with my other three classes. My advanced students seem to be doing well with posting and commenting so I feel that I need to expose all of my classes to this experience at the beginning of next school year. I also would like to look online for different ways to implement the stories I teach in my language arts classroom. I will have a SmartBoard installed this summer so I would like to use that and the internet with all of my lessons next year.
To my colleagues in this course: Have any of you used Quia or another online assessment building/implementing tool before? Are there any suggestions out there of other tools I should or should not look into using for my students?
For my second goal: of promoting/modeling digital etiquette to my students when I am implementing technology or using information from another source, I would like to find websites for building reference pages in APA and MLA format. I remember using one in my undergraduate studies but I can not find it lately. I would also like to plan lessons at the very beginning of the school year to teach and demonstrate citing of sources to my students. I would like to find a WebQuest or PowerPoint on internet etiquette and safety to implement in my classroom as well. This way I am able to expose my students to the benefits and dangers of using information at the beginning of the school year.
To my colleagues in this course: Does anyone have a WebQuest or PowerPoint on ethical use of information or safety of the internet?? If so can you please send it or the link to me??
To my colleagues in this course: Have any of you used Quia or another online assessment building/implementing tool before? Are there any suggestions out there of other tools I should or should not look into using for my students?
For my second goal: of promoting/modeling digital etiquette to my students when I am implementing technology or using information from another source, I would like to find websites for building reference pages in APA and MLA format. I remember using one in my undergraduate studies but I can not find it lately. I would also like to plan lessons at the very beginning of the school year to teach and demonstrate citing of sources to my students. I would like to find a WebQuest or PowerPoint on internet etiquette and safety to implement in my classroom as well. This way I am able to expose my students to the benefits and dangers of using information at the beginning of the school year.
To my colleagues in this course: Does anyone have a WebQuest or PowerPoint on ethical use of information or safety of the internet?? If so can you please send it or the link to me??
Tuesday, May 11, 2010
EDU 6713- GAME PLAN (Week 2)
Throughout my course work in the technology integration program I have been learning news ways to implement technology and programs I already had access to and I have been introduced to new programs and activities. Reviewing the National Educational Technology Standards for teachers I feel that I am not proficient in the following two areas:
*Promote and Model Digital Citizenship and Responsibility
*Design and develop Digital-Age Learning Experiences and Assessments
Since I feel I lack proficiency in these two performance indicators they will be the focus of my GAME Plan.
Goals: Setting goals is an important foundation for any plan and this is something I work on with my students at the beginning of each trimester during the school year.
1. My first goal is to introduce and implement new technology to my students throughout units of study and assessments.
2. My second goal is to promote and model digital etiquette to my students when I am implementing technology or information from another source.
Actions:
1. In order to achieve this goal I will work with colleagues to develop and implement lessons, assessments, and projects that incorporate technology. I would like to be able to create several problem-based units where students can take control of their learning and use technology to discover information and content.
2. I will make sure to plan and implement lessons that teach the students digital citizenship and the ethics behind using technology. I will also model the proper etiquette with my students in order for them to understand the lessons being presented.
Monitor:
In order to monitory my goals I will set dates for implementing lessons on digital etiquette with my students. I will also make sure to keep track of meetings with my professional learning community and the creation/implementation of units, assessments, and projects that incorporate technology. I will track resources that I use with my diigo account and keep hard copies of the websites in each unit.
Evaluate/Extend:
After tracking my progress with each of my goals I would like to look at the success of learning with my students and compare their achievements to those who I have taught in the past. I would also like to survey my students on their engagement in the class, activities, and assessments implemented using technology. Also I would like to discuss my progress with my peers to see if they are using any of the same tools and how they feel about the implementation of new technologies.
Resource:
National Education Standards for Teachers (2008) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
*Promote and Model Digital Citizenship and Responsibility
*Design and develop Digital-Age Learning Experiences and Assessments
Since I feel I lack proficiency in these two performance indicators they will be the focus of my GAME Plan.
Goals: Setting goals is an important foundation for any plan and this is something I work on with my students at the beginning of each trimester during the school year.
1. My first goal is to introduce and implement new technology to my students throughout units of study and assessments.
2. My second goal is to promote and model digital etiquette to my students when I am implementing technology or information from another source.
Actions:
1. In order to achieve this goal I will work with colleagues to develop and implement lessons, assessments, and projects that incorporate technology. I would like to be able to create several problem-based units where students can take control of their learning and use technology to discover information and content.
2. I will make sure to plan and implement lessons that teach the students digital citizenship and the ethics behind using technology. I will also model the proper etiquette with my students in order for them to understand the lessons being presented.
Monitor:
In order to monitory my goals I will set dates for implementing lessons on digital etiquette with my students. I will also make sure to keep track of meetings with my professional learning community and the creation/implementation of units, assessments, and projects that incorporate technology. I will track resources that I use with my diigo account and keep hard copies of the websites in each unit.
Evaluate/Extend:
After tracking my progress with each of my goals I would like to look at the success of learning with my students and compare their achievements to those who I have taught in the past. I would also like to survey my students on their engagement in the class, activities, and assessments implemented using technology. Also I would like to discuss my progress with my peers to see if they are using any of the same tools and how they feel about the implementation of new technologies.
Resource:
National Education Standards for Teachers (2008) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Sunday, April 18, 2010
Reflection: EDU6712-I-2
Throughout this course I have been introduced to many new ideas and ways to introduce technology to my students and integrate technology in my lessons. One startling revelation I had about the new literacy skills was from the article by Ian Jukes and Bruce Macdonald, “we are preparing students for jobs that don’t exist, using technologies that haven’t been invented, to solve problems we haven’t begun to think about” (2007). This is startling to me because then the two authors go on to describe the attributes of the 21st Century learner. When I read through these and compared all of the attributes to my students I felt defeated and overwhelmed. A majority of my students can’t and may never be able to have the attributes as part of the educational background. This shocked me because I know that the characteristics of literacy have changed but I didn’t realize that my students were so far behind.
With this new knowledge I have been able to modify lessons to include more of the new literacy skills for my students. I plan on updating and revising several of my units to include more of these literacy skills so my students may obtain more of the knowledge they will need in their future careers.
Making these modifications is part of my professional growth plan for next school year. I will be having a Smart Board installed in my classroom for the next school year and I want to be able to integrate the technology so my students are able to make connections with one another, other classes, experts in different fields, and other teachers as Dr. Warlick described. (Laureate 2009) I have already started working toward this goal with the blog I have started in one of my classes. My students are now able to communicate with other students via the internet. They are thoroughly enjoying this communication with students from a different state. I hope these modifications to my teaching will help my students be successful in the future.
Reference:
Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Located at http://www.committedsardine.com/handouts/twca.pdf.
Laureate Education, Inc. (Executive Producer). (2009). Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.
With this new knowledge I have been able to modify lessons to include more of the new literacy skills for my students. I plan on updating and revising several of my units to include more of these literacy skills so my students may obtain more of the knowledge they will need in their future careers.
Making these modifications is part of my professional growth plan for next school year. I will be having a Smart Board installed in my classroom for the next school year and I want to be able to integrate the technology so my students are able to make connections with one another, other classes, experts in different fields, and other teachers as Dr. Warlick described. (Laureate 2009) I have already started working toward this goal with the blog I have started in one of my classes. My students are now able to communicate with other students via the internet. They are thoroughly enjoying this communication with students from a different state. I hope these modifications to my teaching will help my students be successful in the future.
Reference:
Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Located at http://www.committedsardine.com/handouts/twca.pdf.
Laureate Education, Inc. (Executive Producer). (2009). Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.
Sunday, December 20, 2009
Final Reflection
Judy Lever-Duffy and Jean McDonald discuss that “learning is a complex activity that can be explained differently depending on one’s perspective on how and why people do what they do” (2008 pg. 12). I based my original theory of learning on the fact that all students learn differently and in a unique way. Since taking this course I have found new ways to differentiate my lessons so that I am reaching the many learning styles of my students. The only modifications I have made to my original learning theory are to incorporate new technologies into my lessons.
The first adjustment I have made to my practice of integrating technology is to implement a virtual field trip with my students during my poetry unit. This unit will take place when the students return from break. My goal of incorporating the virtual field trip during this unit is to enhance the students use of technology and increase their understanding of the types of poetry while we are working our way through the unit.
This first adjustment will allow me to see how my students handle this new use of technology in my classroom. My first goal with integrating technology for the remainder of the school year is to add lessons or assignments in each of my remaining use where students are using technology to explore, remediate, or enrich their knowledge on the content being studied. This will be done through voice threads for editing papers, virtual field trips, and the use of a class blog. By integrating these technologies in each of my remaining units my hope is that students will not only be mastering the language arts content, but that they will also be working on their 21st century skills. The second goal I have for technology integration is to use technology as both a learning tool and an instructional tool. I hope to have a Smart Board installed in my classroom over winter break and I want to use this to my students’ advantage in my classroom.
The use of technology can greatly enhance my lessons and improve the understanding of the content for my students. I am glad that I have been able to discover new resources for technology and find ways to implement them throughout my lessons.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
The first adjustment I have made to my practice of integrating technology is to implement a virtual field trip with my students during my poetry unit. This unit will take place when the students return from break. My goal of incorporating the virtual field trip during this unit is to enhance the students use of technology and increase their understanding of the types of poetry while we are working our way through the unit.
This first adjustment will allow me to see how my students handle this new use of technology in my classroom. My first goal with integrating technology for the remainder of the school year is to add lessons or assignments in each of my remaining use where students are using technology to explore, remediate, or enrich their knowledge on the content being studied. This will be done through voice threads for editing papers, virtual field trips, and the use of a class blog. By integrating these technologies in each of my remaining units my hope is that students will not only be mastering the language arts content, but that they will also be working on their 21st century skills. The second goal I have for technology integration is to use technology as both a learning tool and an instructional tool. I hope to have a Smart Board installed in my classroom over winter break and I want to use this to my students’ advantage in my classroom.
The use of technology can greatly enhance my lessons and improve the understanding of the content for my students. I am glad that I have been able to discover new resources for technology and find ways to implement them throughout my lessons.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Friday, December 4, 2009
A Voicethread on New Technology
Follow this link: Voice Thread
This is a voice thread on new technology in my building. We are trying out a new way to grade papers and allow students to become involve. I pose several questions throughout about security, time management, and the use of a new piece of technology.
-Meghan
This is a voice thread on new technology in my building. We are trying out a new way to grade papers and allow students to become involve. I pose several questions throughout about security, time management, and the use of a new piece of technology.
-Meghan
Monday, November 30, 2009
Social Learning
Social learning is built through human interaction. (Kim 2001) With social learning there are many ideas and ways to implement lessons so that students are actively engaged and are able to build their cooperatively learning skills through communication. (Orey 2009)
In order for students to learn through the social learning theories students must be presented with tasks where they are able to work individually and together to create or complete the task. Dr. Orey mentioned the zone of proximal development where students will not be able to achieve success outside the frame where they are able to learn on their own. (Laureate 2009) When students work cooperatively they are able to support each other if a student is struggling with a certain concept.
Throughout the years I have been able to implement stations and Web Quests in my classroom where students have specific jobs for completing their tasks. With these jobs there is a clear boundary of who is responsible for each part of the workload and the students are able to complete tasks while developing their 21st century learning skills. Also I am able to integrate technology in the units with Web Quests students work to complete. Another strategy that was mentioned in our learning resources what that of Jigsaw learning. In my classroom students are grouped and given topics/parts of units to learn and teach to their peers. This is a great way for students to become masters of different areas of content and present it to their peers in a manner which they will understand.
Social learning can be successful in any classroom if it is managed and implemented in an orderly fashion. The teacher must be involved in monitoring group/partner work and stay abreast of the progress of each group. I don’t feel that social learning should be implemented everyday in a middle school classroom but it does help to differentiate learning for students and allows them to take ownership of their success.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
In order for students to learn through the social learning theories students must be presented with tasks where they are able to work individually and together to create or complete the task. Dr. Orey mentioned the zone of proximal development where students will not be able to achieve success outside the frame where they are able to learn on their own. (Laureate 2009) When students work cooperatively they are able to support each other if a student is struggling with a certain concept.
Throughout the years I have been able to implement stations and Web Quests in my classroom where students have specific jobs for completing their tasks. With these jobs there is a clear boundary of who is responsible for each part of the workload and the students are able to complete tasks while developing their 21st century learning skills. Also I am able to integrate technology in the units with Web Quests students work to complete. Another strategy that was mentioned in our learning resources what that of Jigsaw learning. In my classroom students are grouped and given topics/parts of units to learn and teach to their peers. This is a great way for students to become masters of different areas of content and present it to their peers in a manner which they will understand.
Social learning can be successful in any classroom if it is managed and implemented in an orderly fashion. The teacher must be involved in monitoring group/partner work and stay abreast of the progress of each group. I don’t feel that social learning should be implemented everyday in a middle school classroom but it does help to differentiate learning for students and allows them to take ownership of their success.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
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