Course Reflection

The GAME plan that I developed was for my students to integrate technology and personal research to present their ideas for a community learning experience.  A new learning that resulted from following my GAME plan was the amount of preparation that I needed prior to implementing the lesson plan.  Synchronizing the students’ use of technology throughout the unit plan to make sure that troubleshooting would not become time consuming.  Giving students technology will expand the different options available to them to give more creative opportunities to learn in ways that they learn best.  I have felt that giving students time to explore new technology and software to create smaller activities prior to the larger activity will produce better results for the project-based activity.  An immediate change that I would make in my GAME plans are to allot time for students to create smaller products that uses different processing software to be used for a major assignment that will use multiple processing software.  I plan on integrating technology as well as problem-based learning, social networking/online collaboration, and digital storytelling into my instruction by continuing my education in learning new technology that can be used in classrooms across the curriculum. 

Monitoring My Personal GAME Plan Progress

Currently, I am very familiar with windows operated computers and software but my students will only have access to mac computers that run apple operating systems.  I will first need to familiarize myself with the mac operating system and software before I ask my students to learn how to use these computers.  I will also need to apply what the students are learning into the software I will choose for them to learn about.  I will choose a software processor that is used widely across the world, in different businesses and subjects across the curriculum

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            Learning this information will not be easy, I will need to make appointments with Apple to take sessions on using the software tips and tricks.  I will also ask the school’s Information Technician about using the mac computers and the software installed on the computers to broaden my options of what I want my students to learn.  I will modify my action plan based on the technology I would like to implement where my students can learn useful technology that can be used outside the classroom.  I have learned that many processing files can be made on windows can be opened on a mac computer using mac processing software.  I have also learned that using familiar windows interfaces will make things easier to learn the new software. 

            The use of the new software and technology to students who may not be familiar with it could need more time to finish the work required of them during the learning activity.  How much more time will I need to allow?

Carrying Out My Personal GAME Plan

                                                   Carrying Out My Personal GAME Plan

First I will need the use of a computer lab or a laptop cart with enough computers, where students can have their own or to share with another student.  I will also need a word and spreadsheet processor for students to organize their data.  I will also be looking into additional internet resources for students to use and navigate through them with graphic organizers to ensure that they are using reliable resources.  Besides graphic organizers, I will also attend professional development that integrates technology into the classroom to implement this activity efficiently and effectively.  Speaking to fellow colleagues would be helpful to get their outlook on what has happened in their classrooms when implementing technology into their lessons. 

I have been able to schedule time in the computer lab to bring students to use and familiarize them with the computers that they will be working with.  I have notified fellow colleagues and my assistant principal about my class integrating technology into the classroom for their support in analyzing the results. The assistant principal is also looking into finding my the appropriate learning opportunities for my classroom to receive technology through grants.   

Developing Your Own Personal GAME Plan

                       Visiting the website for the International Society for Technology in Education (ISTE) to examine the National Education Standards for Teachers (NETS-T) reminded me of the time I visited the Danielson’s Framework for teaching.  The NETS-T focuses on integrating technology into the classroom and standards that teachers should strive for to create positive learning environments for our students to use the technology.  Two NETS-T standards that I would like to focus on is 1b, engage students in exploring real-world issues and solving authentic problems using digital tools and resources, and 3a, demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. These are some weaknesses in my teachings that I would like to work on so that my students can incorporate modern technology into their work and to use these skill in other areas of their lives. 

The Game Plan:

Goals: Creating a learning environment where my students can incorporate technology into their learning while applying it and using it across their curriculums.     

Action:  Researching new software and technology is a passion of mine that I enjoy learning about, which will motivate me to stay up to date on modern tech tools.  I will compile a list of technology grants, where outside companies can invest technology into our students to incorporate the technology into their learning activities.  In addition to the grants, I can sign up for professional development that focuses on integrating technology to the common core state standards.  I will research computer software which will incorporate the use through multiple subjects of the mathematics curriculum.  Inform other teachers of my practices to see what other resources my students are familiar with, where they can incorporate those skills into all their classes.  

Monitor: I will assess my students’ progress through the technology activity and record learning efficiency when they are familiar and unfamiliar with technology.  I will give formative and summative assessments throughout the activity to see how much faster or slower students learn when the technology is new or unfamiliar. 

Evaluate and Extend: I will evaluate the time and effort used to incorporate the new technology and learning efficiency of each topic.  Evaluate the usefulness of the professional development into the classroom activity will be important in looking for additional resources for development.  I can inquiry with other teachers about their success using technology for activities with their classes.   

References

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.

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

EDUC 6711 Course Reflection

Course Reflection

            The personal learning theory that I developed in week one of this course was that students learn best when they can refer to their prior knowledge to help them store new information.  Whether it is making comparisons to similar experiences students have encountered or turning learned words into mnemonic devices to help them learn new material a great deal.  After being in this course, I have realized that not only should I draw on past experience and prior knowledge but I should incorporate my instructional strategies with technology tools to help create new experiences with new knowledge.  I have learned about many different educational tools to incorporate into my lessons to create learning activities that give diverse learners the opportunity to learn in ways that help them understand mathematical concepts.  Even though I knew about things like forums, blogs, wikis, videos and graphic organizers I never knew how it would affect students’ success in learning or how I would incorporate these things into the classroom.  Knowing how technology tools aide students’ learning, it will help me target student learning goals more accurately and precisely. 

An immediate technology tool that I will use is an electronic gradebook that will help my students review their progress by being able to access their grades online.  Students will be able to view the homework assignments they have done, haven’t done, and view their grades of assignments or exams.  Access to homework assignments and additional links to resources on an online resource that students can view regularly will keep them informed about how they can do better in the course.  Another piece of technology that I’d like to incorporate is the use of electronic clickers in daily assessment.  Students can answer questions with immediate visual feedback about the question to clear up errors or mistakes made.  Using clickers can help engage every student in the classroom compared to just asking a few students to post solutions onto a chalkboard.  In terms of instructional strategies, I’d also like to incorporate differentiated groups to work on problem based learning (PBL) activities through the technology tools learned from this course.  Using PBL activities in the classroom will immerse my students in the mathematical concepts they are learning because of the experiences they will create for themselves with the technology they are familiar with. 

One long-term goal that I’d like to make in my instructional practice regarding technology integration in the classroom is to use current applications that many of students are using for educational purposes.  To turn Twitter, Instagram, or Memes into educational tools will help reinforce new material or remind students about assignments.  Staying up to date on current software, applications and technology will be a constant learning experience that I’d like to take as a hobby.  Another long-term goal that I’d like to make in my instructional practice on technology integration would be to change the physical environment to the school’s computer lab to access resources that can help students in PBL activities.  Giving students the opportunities to research and apply mathematical concepts to their activity will help create experiences that will reinforce new knowledge.  Visiting the computer lab is something I would like to take my students to at least once a month.  Integrating technology into my classroom is something that I’d do for the rest of teaching career.  

Social Learning for Social Beings

            Social Learning is not the primary way people construct learning.  I believe that technology has helped me connect mathematical concepts to real life applications being used in professions that seem interesting to my students.  Dr. Orey discusses the value of differentiation among group members and how conversing with their peers can lead to learning the material (Laureate Education, Inc., 2011).  It is important to give students the opportunity to discuss, collaborate and create learning experiences for themselves to learn material better but I do not believe that it is the primary form of learning.  I think that it is more effective and “…helpful to use informal groups for short, impromptu activities that take no longer than a few minutes…” to solve problems to share different strategies and to discuss misconceptions (Pitler, Hubbell & Kuhn, 2012).  I have felt that smaller informal groups can be implemented on a daily basis where students can regularly converse about the material currently being taught. 

            The technology that would implement is problem solving using Syncpad mentioned in this week’s resources.  Students who have an iphone or ipod can be used to display mathematics on a virtual whiteboard (Pitler, Hubbell & Kuhn, 2012).  Using Syncpad for students to use during a project where they are asked to create a lesson that will be taught to their peers.  Students will collaborate and actively construct knowledge of the material when discussing the strategies they will use to convey the mathematical concepts.  Students will help each other understand the mathematical concept so that they all can be involved in displaying and explaining the lesson. 

            Using Syncpad or other types of technology in Project Based Learning can enhance the learning experience.  Technology can be another platform for students to discuss, plan and create ideas to be shared. 

VoiceThread URL:  https://voicethread.com/share/5828818/

References

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works

(2^nd ed.). Alexandria, VA: ASCD

Under Construction, POST NO BILLS

          One of my favorite things about teaching mathematics is how often it is used in different aspects of our lives.  Using mathematics to determine the chances of a player winning a game to organizing data to be analyzed in finance are great ways to represent information clearly and concisely.  In this week’s resources, we read about Mrs. Omar’s assignment for her students where they made hypothesizes about possible investment strategies, entered formulas onto a spreadsheet, and graphed the exponential curves to determine which investments give the most return (Pitler, Hubbell & Kuhn, 2012).  Students doing a project like this are making educated guesses about different investments, then organize the data to be analyzed and determine whether or not they were correct.  A Constructionist learner uses trial and error to gain knowledge through distinguishing similarities and differences.  I really liked Mrs. Omar’s practical use of Excel Spreadsheet to teach her students how to use formulas, applications of finance and graphing exponential graphs.  The graphs that represent the different investment can clearly show the students as to which investment strategy would be best suited for them, which can be discussed between peers. 
                    In my classes, I have my students make posters by hand where they title the topic, display an example, and writing verbal steps that describe the mathematical concepts.  Viewing this week's resources, I can implement a constructionist project that we observed in Lynda Donovan's class that create poems based on the book they were reading.  I can have my students take a lesson they have already learned and make a poster on a word processor, power point or other graphic software.  Giving students the opportunity to demonstrate what they have learned, critically think about the solution, and learning to format the poster on their own.  I can also have my students take turns in groups to come up with lessons that they can teach to the class to reinforce new material.  Students can make slides and choose problems that will point out possible misconceptions.  
                

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning
              theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved
              from https://class.waldenu.edu

 Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works

(2^nd ed.). Alexandria, VA: ASCD