EVALUATING MY GOAL PLAN

Reviewing my goal in the GAME plan which is to learn to use computer as a conferencing tool I perceive that my actions thus far is guiding me to my goal. The unfortunate aspect is that I need more time to feel comfortable with the use of the computer as a conferencing tool. There are other aspects to using Wiki as a conferencing tool that I would like to more proficient with. For example, I would like to embed audio recordings but I need to determine if the computers in the classroom will accommodate sound. Also, I would like to have more opportunities to see this tool in action from someone who has used it. Presently, summer vacation is here and I would have to wait to seek out colleagues. Although, I do have an opportunity to possibly meet with the Librarian Technician who can also assist me.

At the moment I can perceive what the benefits are in integrating this technology tool into my lessons such as impacting students’ communication skillsl, cooperative learning or critical thinking skills, as mentioned by Keengwe, Onchwari, and Wachira (2008). Until I actually implement it into my classroom instruction and see students using it I remain concerned about the time students will need to use and benefit from using computer as a conferencing tool. I am confident that once this technology tool is used in the classroom it would create a student-centered environment and with proper amount of scaffolding it could be used to engage students and create a culture of collaboration and interdependence which is affirmed by Ertmer and Simons (2006).

References:

Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.

Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92

Monitoring My GAME Plan Progress

My GAME plan action was to seek out other colleagues who may have used the computer as a conferencing tool and to use self-directed learning skills to assist me in reaching my goal. Using my self-directed learning skills I have visited a Wiki and discovered a feature for discussions. I have manipulated this feature to determine how best I can integrate as a technology to for conferencing.

I have received ideas from colleagues to use other forms of technology beyond Wikis. For example, the use of blogs sites created for educators is another option. I am now considering the tools I will need to use in addition to my colleagues. There is a textbook I have requested to review its content in search of applicable strategies for integrating technology. The textbook is Teachers Discovering Computers: Integrating Technology in the classroom (Shell, Cashman, Gunter and Gunter, 2004). In addition to what I have mentioned there is another resource that I have encounter to assist me in my action plan. Lue and Lue (2000) have mentioned three different websites that I could visit that would explain how to use video conferencing in my classroom. These three websites have not yet been visited but in the near future I will embark on reviewing them to learn how they may assist in reaching my goal for using the computer as a conferencing tool.

To create instructional activities involving technology will be effective in impacting student learning not because of the website or software used but more due to the way it is used by the teacher (Cennamo, Ross, & Ertmer, 2009). With this in mind as I continue with my GAME plan I am monitoring my action so that as I reach my goal of learning how to integrate technology to reach all students, I will be comfortable with the technology before I present it to students.

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.

Leu D., & Leu D. (2000). Teaching with the internet. Norwood, MA: Christopher-Gordon Publishers, Inc.

Shelly, G., Cashman, T., Gunter, R., & Gunter, G. (2004). Teachers discovering computers: Integrating technology in the classroom. Boston, MA: Course Technology.

Carrying Out My GAME Plan

The first step in my GAME plan was to set a goal. Reiterating my goal, it is to learn Wiki as a computer conferencing tool. The resources that will be needed to carry out my GAME plan would begin with contacting the school media librarian. Currently, since school vacation is in process I have emailed the school’s Library Technician to inquire information about using the computer as a conferencing tool. As I await a response I am encouraged to using self-directed learning strategies, therefore, I will begin visited Wiki spaces and navigate through their tools such as their discussion board. My concern would be how to arrange using Wikis so that I can assess each student’s participation. I am also inquiry of the school’s Library Technician on how to utilize our school’s program that has new APPS added to it that could possibly be consider as a conferencing tool.

Using a computer as a conferencing tool gives flexibility in my instruction that allows students with diverse learning abilities to have choices for learning. Ross (Laureate, 2009) affirmed that the use of technology in classroom instruction gives students of diverse learning abilities choices. For example, if I embed a podcast into a Wiki students who have difficulty with vision will have the option of learning their class instruction in another format other than reading printed text.

It is important to reach all students of diverse learning abilities and to give them the tools such as technology to create a learner-centered environment that promotes academic success for all students as mentioned by Cennamo, Ross and Ertmer, (2009).

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.

Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.

DEVELOPING A GAME PLAN

In a discussion with a colleague on how best to integrate technology into my instruction the greatest encouragement he gave me was to take the risk and just do it. Learn it as you go along; learn it with the students, he would say to me. Richardson (2009) affirmed that educators must embrace new technologies regardless of the level of discomfort it creates for teachers.

What is the GAME plan I could develop to continue building confidence and proficiency in integrating technology into my content area instruction? As I review the National Educational Technology Standards for Teachers (NETS-T) (2008) there are two standard indicators that I will focus on. The first indicator is NETS-T 2.a to design or adapt relevant learning experiences to incorporate digital tools and resources to promote student learning and creativity. And the second indicator is NETS-T2.b 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. Cennamo, Ross and Ertmer (2009) created four steps, called the GAME plan translated as follow: Set Goals, take Action to meet those goals, Monitor achievement towards the goals, and Evaluate whether the goals were achieved and Extend your learning to new situations. My GAME plan will involve using computer as a conferencing tool.

My goal will consist of learning how to use wikis as a computer conferencing tool to increase students experience with technology and to encourage students to take ownership for their learning experience. Cennamo, Ross and Ertmer ascertained that using a tool such as wiki for computer conferencing can encourage the students to develop their creative thinking skills. My plan of action would involve communicating help from other teachers who have used wikis and talking with the school media librarian to show me how I best could integrate this tool to assist student learning. As a self-directed learner experimenting and manipulating the tools on a wiki program would be part of my action plan also. To monitor whether I am meeting my goal I would want to know if what I am learning about conferencing tools such as wikis could be implemented into my content area instruction. Do I have enough time to learn it? Will students have enough time to use it? Is it a tool that students learning experience would be engaging and motivated? As I evaluate my GAME plan I would reflect if my learning experience has gained me the confidence and increased my proficiency in using a computer as a conferencing tool. Then reflect where I may need to continue learning to increase my proficiency in integrating technology as a tool to assist student achievement in learning. It is important to learn to integrate technology as a learning tool and not as a reward as mentioned by Cennamo, Ross and Ertmer (2009).

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.

The National Education Standards for Teachers (NETS-T) is located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

Richardson, W. (2009, March). Becoming network-wise. Educational Leadership, 66(6), 26–31.

Reflection: Teaching New Literacy Skills

I am having the greatest experience in applying technology to my instruction and teaching students new literacy skills that will assist in their inquiry projects.

Technology is coming into the classroom through the students as mentioned by Dr. Warlick. It is my hope that as students are more exposed to using technologies and medias that they will acquired the necessary literacy skills of the 21st century. As an educator, I feel obligate to assist in students learning the necessary skills for their inquiry projects. To begin with, students have to develop reading skills for both print and Web text, (Eagleton and Dobler, 2007). It is most affirming to have teaching strategies for instruction that guides students to acquiring the literacy skills for inquiry projects when using the Internet. Helping students to become comfortable and knowledgeable with locating, using and understanding information from the Web is vital to not only their academics but in life. They will need these skills in the world of work.

Helping students to understand the importance of giving credit for information that they acquire from the Web is essential. Students today are creating information and posting it on the Internet everyday. They post videos on YouTube and post text on blog sites as well as a variety of other social networks such as Facebook or create Web pages of information. Using this experience as an example of others taking information will promote teaching the rules of plagiarism and will encourage them to avoid plagiarizing. Although this skill was just as important in the 20th century it is critical to give it constant reinforcement in the 21st century.

There are model strategies that researchers have presented to support instruction in the classroom when students are in the inquiry process. One sample model is QUEST, an acronym for questioning, understanding resources, evaluating, synthesizing and transforming (Eagleton and Dobler, 2007). This is a model that I have have practiced in my content area to help students with the process of Internet inquiry and for using appropriate literacy skills.

Prior to learning and acquiring the strategies to help students with research projects I felt limited in my ability to assess their products fairly. I am feeling more comfortable with the pedagogical strategies to help students with the inquiry process for research projects. One of the most exciting suggestions for assessing students learning of Web strategies that Eagleton and Dobler presented is when students can engage in self assessment and reflections. For example, having students to keep Reflection Logs with prompts; students creating Help Manuals for another class or have students teach others such as family members – these are tools that can empower student.

Technology is forever changing and will require that I become a life long learner. Attending workshops, classes or conferences to stay on top of information about 21st century literacy skills will be most beneficial as a professional and as a 21st century educator. For example, currently there is a conference for Business Educators to attend this spring. At the conference, which I have already enrolled, there will be opportunity to attend workshops such as “Powering Up for 21st Century Workers”. Completing my master’s program as Walden University will continue to affirm my efforts as a life long learner. Truthfully speaking, after teaching for thirty plus years, participating in a Master’s program has guided and revived my passion for learning, specifically the literacy skills for the 21st century classroom environment.

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.

Laureate Education, Inc. (Executive Producer). (2009). Dr. Warlick, D. (Speaker). Supporting information literacy and online inquiry in the classroom (DVD). Baltimore: Author.

Basics for Evaluating Valid and Reliable Information on the Internet

There are basic steps to understanding the Internet. It begins with understanding the structure of the web, its punctuation and its grammar which is mentioned by November (2008). November pointed out that there procedures individuals can follow to assist in thinking critically about the information we access on the Internet. He pointed out that it starts with understanding the domain name. The domain name consists of two sometimes three components: the owner of the site is the first component and the groups or categories are the second component. The third component is a subdomain always separated by a dot from the other components. For example, support.microsoft.com, the subdomain is support; the owner is Microsoft; and the category is .com.

Once you type in an URL address and have approached the home page of the site you would notice additional links. These links allow you to navigate and surf to related sources of information. The links are usually underlined, highlighted, or identified as a graphic. When you place your cursor over the link, the cursor will turn from an arrow to a hand. Then you will see another URL appearing on the status bar at the lower left of the browser.

Reading Web addresses is often an essential to validating the authenticity of a Web site. Corio affirms that educators need to rethink comprehension strategies to better prepare students for critically evaluating content on the Internet. Below is a link where I have recorded my experience of evaluating a website. The website that I have reviewed is martinlutherking.org. My experience has revealed, that after applying the basic steps to evaluating information on the Internet, this is a website that I would not trust the information to be reliable.

Coiro, J. L. (2003). Rethinking comprehension strategies to better prepare students for critically evaluating content on the Internet. New England Reading Association Journal. 39(2), 29-34.

November, A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin Press.

REFLECTION

As a digital immigrant this course, EDUC 6710: The Impact of Technology on Education Work, and Society, had made it possible for me to experience what it is to be digital native. I have experienced creating wikis, blogs and podcasts. This experience has taken me to my classroom to share the experience. It has been challenging integrating technology.

Time is often a major complaint from teachers to learn and to use technology in the classroom. Due to my exposure to the resources and assignments from this course there is a better understanding in the benefits of student learning to use technology. Authors Keengwe, Onchwari and Wachirs, (2008) mentioned that technology can play an important role in restructuring teaching and learning practices that match current needs of an informational society. But, the authors also recognized the need for teachers to be comfortable with applying technologies appropriately. Therefore, teachers need professional development that would give training to prepare them to integrate technology into their curriculum.

Participating in this course has increased my comfort with using technologies in my instruction. As a teaching tool, technology can be used to learn 21st century skills such as collaboration, research, thinking skills and problem solving skills. Presently, I am preparing to model using wiki as a collaborating tool for students to complete group projects. It is conceived that students will use also use wiki as a communication tool to discuss specific topics assigned. In class assignments students are learning to use thinking skills when appropriating technology to research and to resolve problems that they may approach when researching. They have to stretch themselves beyond textbook instructions to overcome hurdles that confront them in using technologies.

As I become more comfortable is applying technologies, within a two years expand I expect that a barrier such as time will pale away. To implement technologies in my instruction with comfort and pedagogically I expect to continue as a life-longer learner. Currently, there are opportunities to attend upcoming workshops that will be held in our school campus. I look forward to continually learn how to do things differently and how to do different things with technology as quoted by Thornburg, (2004). And, it is exciting to learn with students as I go along as well as to share and learn with colleagues who can contribute their classroom experiences in the use of technology.

Keengewe, J., Onchwari, G., & Wachira, p. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16 (1), 77-92.

Thornburg, D. (2004). Technology and education: Expectations, not options. (Executive Briefing No. 401). Retrieved from http://www.tcpdpodcast.org/briefings/expectations.pdf