Reflections

Summary of new learning that resulted from following my GAME plan and the impact of that learning on my instructional practice

When I first saw the term “GAME Plan” I very naively thought that we were going into virtual gaming and I was going to learn some “neat” tricks.  I think I did learn some “neat” tricks and my thinking did go “virtual”. 

My GAME plan intended to achieve ISTE NET-T standards that would inspire learning and creativity as well as promote professional growth and leadership (ISTE-NET, 2008).  As an administrator and part time teacher, those two appealed to me as I could tap into both my worlds.  My GAME plan challenged me to create conditions within my teaching practice and at the school level that would develop and encourage the use of digital tools in the classroom.  For me, every time I think of a lesson to be developed I never end it without thinking how I could integrate technology (however small) into the lesson.  That I believe is progress and change in action.  As an administrator, I am more inclined to encourage a teacher to rethink their lessons to include technology, however small.  I am always thinking of how I could provide needed support to others on how they could use technology in their classrooms.  This has yielded positive returns in that the majority of teachers at my school are now using technology in their classrooms (even those who were previously opposed to its integration).  I have teachers using blogs and wikis. Including videos to clarify or supplement learning has become part of the planning process for most teachers. 

I am of the view that this course has not just reiterated the use of technology in the classroom, but has provided support and hands on experience on how to do so.  I am not sure I would change my plan as it aptly demonstrates what my intended goals are.  What I would do, however, is to rearrange my strategies for achieving my plan.  I would be more open to ideas and try new things.   I would be more proactive in providing support to facilitate the integration of technology at my school. 

Immediate adjustments to my instructional practice regarding technology integration in my content area(s) as a result of your learning from this course

One immediate adjustment would be to definitely try different things.  When I did my collaborative lesson using Skype, I had so many “negative what if” scenarios going on in my head that I almost changed my plan.  Despite minor interruptions, it worked.  I think I need to be a bit more open to trying unstable technology.  I must have a back-up plan as is recommended during this course. 

We do not do enough problem-based learning at my school.  I was of the view that problem-based learning had to be long term and could not be achieved in one or two lessons.  My thinking was readjusted in this course.  I see the importance of having students develop those critical 21^st century skills.  Problem based learning not only achieves content standards, but it also helps students think logically, critically and systematically when tackling difficult real world scenarios.  I am a proponent of digital storytelling in teaching and this course helped to concrete my conviction of its relevance in achieving content standards.

As I reflect on the foregoing weeks and the wonderful tips and ideas discussed during this course, I cannot but feel that this was a very powerful learning experience for me.  I encountered many personal disruptions during this course, despite that though, I am happy to recount that I learnt tremendously from all my colleagues.  I also learnt some very valuable teaching strategies from Dr. L. Thank you ma’am, for not just promoting but modeling very positive instructional strategies in your and my classroom.

References

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

Monitoring My Game Plan

My intended goals were to provide support for my community of teachers and utilize technology in my classroom.  I have created the checklist that would help to monitor the use of technology at my school.  I intend to monitor the use by examining teacher’s extent of work as well as their lesson plans.  I will select one or two persons within each department to monitor.  That way, I should be able to see the progress of the entire school. That would also give me an indication of the extent to which technology is used at my school.  I have already provided the avenue for mentors for teachers in need.  I have assigned mentors in the past for new teachers.  However, there are a few teachers that need mentorship assistance.  I am not sure how to address this issue and what procedure I should follow to provide mentors that would work.  

From my online learning community, I have made note of a few webinars and have posted those opportunities on the staff notice board.  I have also made arrangement to have a workshop for my staff on integrating technology in the classroom.  I would love to find information on ‘cheap’ but ‘reliable’ resources for the classroom.  We are presently using blogs and wikis in the classroom.  Blogs are an excellent tool that can be used for electronic journaling.

An important question that has arisen is how I could finance my plan?  This appears to be my greatest unease.

Resources needed to carry out GAME plan

In order to engage students in exploring real world issues, I would have to simulate many of those issues and create authentic problems within those simulations.  Using digital tools and resources would assist me to not only simulate but articulate and provide a medium through which students could attack, explore and solve those simulated “real-world” issues.  I would need to use computer hardware that would allow students to view videos that would simulate real world issues.  Also, word processing and Spreadsheet software would also be used as part of classroom instruction.  I would use electronic journals to record students’ progress.  This would allow me to convert raw data into interpretative information for analysis.  I would also have to build a collaborative team with some of my colleagues that would allow us to not only plan together, but interpret student learning goals and achievements together.  That reflective collaboration is going to be paramount to my assessing student learning and assessing teacher effectiveness.

Providing support is probably one of the most significant yet sometimes most ignored component of effective classroom instruction.  Providing collegial support is very important in inspiring a community of reflective educators.  Teachers benefit tremendously when they work as a team.  They are better able to share ideas as far fetch as they may appear to an individual.  When the administration of a school supports technology skill development and use, the school on a whole changes its perspective and attitude toward learning.  Lesson plans are an exceptional means of tracking effective teaching.  More importantly, teacher reflection after a lesson (which should be recorded on lesson plan) is as important as a beautifully planned lesson.  Using a checklist to evaluate and assess the use of technology can help to reduce wordy clutter and provide data that is relevant for the expected objectives.  Administrative support would come in the form of physical resources (hardware, software), staff development opportunities (workshops, conferences and opportunities for research and development), providing opportunities for collegial support on the staff (mentors, webinars etc) and community building within the school day (this can be scheduled into the day’s activities).

What additional information do you need?

In order to achieve those goals and acquire those resources, I would need to do some research into what is needed.  Also, I would have to discuss with relevant members of the school community how we could develop this GAME plan.  Then finally, I would have to decide exactly what is needed in the checklist if relevant data is to be collected.

What steps have you been able to take so far?

I have met with my HODs to assess the types of support that is needed on a departmental level.  Also, I have scheduled a staff meeting created specifically to discuss the needs of departments.  We have worked to develop of culture of collegial support where the curriculum and lesson plan are prepared horizontally and vertically.  I have reassigned mentor teachers to new and novice teachers on staff in order to strengthen that collegial support for those in need.  Departmental head have also listed some hardware, once that list is complete, I will forward this to the Board of Education (our financing body) to acquire some of those pieces of equipment.  By next term, I hope to conduct one or two staff development workshops that examine the use of technology in the classroom.

What do you think colleagues?  Do you think I need any additional resources?  Looking forward to your comments.

Ezra Jonah Greene

My personal GAME plan

Many educators, like me, are able to master content and basic pedagogy.  However, what makes a true educator is one that is able to include and integrate technology appropriately into the content.  Business educators should also be able to simulate business activity as closely as possible so as to produce authentic instruction to their students.  As an administrator, on the other hand, my greatest gain would be to have all my teachers integrate technology into their content areas.  I hope to create a learning environment that develops 21^st century citizens that model best practices.  

I reflected on the National Education Standards for Teacher (NETS-T) and decided that I needed to improve proficiency in the following standards:

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others

The following is my GAME plan:

My Goal

Work on improving my proficiency in the (NETS-T) standards 1b and 5b as noted above.

Set Action

Develop lessons that simulate authentic problems.  I would develop conditions that allow my students to use digital tools and resources to dissect those problems and come up with authentic solutions. 

My second plan of action would be to provide needed support to my staff so as to develop an environment that inspires a community that supports technology skill, development and use.

Monitor

(a)    Collaborate with a colleague to dissect and discuss lessons developed and implemented to ensure that they achieve their intended purpose.  

(b)  Create a checklist of actions that would monitor and indicate the extent to which teachers are integrating technology in the classroom. 

Evaluate and Extend Learning

(a)   Develop a journal to record the progress of my students so as to test their ability to authentically deal with real-world problems using digital tools as simulated by business activity.

(b)  Examine teacher’s lesson plans and assessment instruments to assess the extent to which technology in used in instruction and their effectiveness.  Also, evaluate the checklist developed to monitor teacher’s use of technology.

So, colleagues, what do you think?  How could I improve my action plan?  I am looking forward to your responses.

References

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

Welcome to a new learning experience

Good day colleagues
It is a pleasure learning with you in this course.  I look forward to our interactions.  I know we will get to know each other better as this course progresses. 

Have a wonderful day.

Ezra Jonah Greene

REFLECTIONS

My personal learning theory in week one was not defined.  I articulated that there was no one theory of learning that I embraced but I thought then that as an educator, I should use an appropriate theory depending on the situation and circumstances at the point in time.  Even then, I was very unsure of an appropriate theory of learning that depicted my style of teaching.   During this course, we discussed and examined the major theories of learning.  Although I am still of the view that choosing one particular learning theory would not best fit what I believe in, I am able to articulate my belief more explicitly.  As noted earlier, I will take into consideration the learning environment and the social context from which I operate.  I believe myself to be a constructivist/constructionist.  However, I believe that every educator must also bear in mind behaviorism and the social learning theory as important theories to bear in mind. 

Educational technologies used in those learning theories also had a great impact on how I intend to approach my classroom in the new academic year.  I intend to create an active learning environment for my students.  I will endeavor to create an atmosphere where my students could be actively involved in the learning process. 

We also examine the nine instructional strategy clusters that teachers generally use (Laureate Education Inc., 2011).  In the past, I mainly used technology as an instructional tool.  Today, I wish to use technology as a learning tool.  Two technology tools that I intend to use with my students are voice thread and concept mapping.  I believe that using those two leaning tools will enhance the learning that takes place in my classroom.  I see my students being more involved in the learning process as they become active and no longer passive learners.  I am convinced that my repertoire of instructional skills has expanded as a result of this course.  I think that I am better able to utilize those clusters of instructional strategies in my classroom.  More importantly, I think that I am better able to utilize them to encourage active learning in my classroom. 

Two long term goals I would like to add to my instructional practice is to firstly plan lessons that would better build 21^st century skills.  By that I mean I will ensure that my classroom is more student centred.  For instance, in the past, I did use technology in my classroom, but they were mainly used as instructional tools.  I would like to see a transformation in my teaching ability in that when I utilize technology, it would be student centred.  I would want to see my students utilize various technologies to make their presentations or for homework and practice.  Secondly, I hope to use technology to improve student effort.  I intend to use technology to provide better feedback for my students and to showcase their work.  This I am convinced would help them to monitor their progress.  As I teach them the importance of improving their efforts, I intend to model appropriate behavior in this regard.  As a strategy, I intend to focus on reinforcing effort and feedback, homework and practice and cooperative learning as three strategies to use during this semester.  As I use appropriate technology to bring out those strategies, I am convinced that my classroom practice would improve.

I was very tentative when I started this course.  However, it comes to an end I feel that I could not be the type of teacher I desire to be without it.  I was fascinated with the new technologies I learnt.  More importantly, the instructional/learning tools we focused on will help to make me a better and well-rounded educator.

References

Laureate Education, Inc. (Producer). (2011). Program eleven: Instructional strategies, Part one [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1Pitler

CONNECTIVISM AND SOCIAL LEARNING IN PRACTICE

Take a look at my newly created voice thread:  Carnival in Antigua - its economic viability

Human beings are social creatures.  We thrive on social interaction and collaborative feedback.  Dr. Michael Orey, in his discussion on the social learning theory observed that students cannot do any form of learning on their own as they need someone to help them (Laureate Education Inc., 2010a).  George Siemens asserted that learning is the act of forming and navigating networks of knowledge and decisions are based on rapidly altering foundations (Laureate Education Inc., 2010b).  If these are true, then students should be taught with the social learning theory in mind.

In order to improve interaction among learners, it is recommended that teachers utilize the cooperative learning instructional strategy.  It assumes that students learn and make sense of new knowledge through their interaction with others (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 139).  The groups could be informal or informal.  However their organization, students can rely on their peers for feedback and stimulation. 

When technology is integrated into the process, learning and teaching becomes more interactive and exciting.  Web-enabled collaborative learning provides students with access to experts that they would otherwise not be able to learn from (Pitler, et al., 2007, p. 144).  Facilitators can now use a variety of web based resources at their disposal.  Some examples are voice threads, web-quests, web-enabled multiplayer simulated games, blogs, wikis, podcasts, and virtual world interactive presentations to mention a few.   Social networking facilities such as Facebook, Twitter and MySpace can also serve a valuable purpose in teaching students collaboratively.  They could also provide an opportunity to keep parents informed on classroom learning activities.

Take a look at my first voice thread creation on the economic viability of local government continuing a cultural festivity on the island of Antigua and Barbuda.  It is intended to generate much discussion and at the end, students or the general public can make suggestions on its economic and cultural viability.

The social learning theory is indeed the foundation of all learning and interaction.  Once this is borne in mind, the very nature and culture of the classroom can change.

What do you think?

References

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011). Program nine: Connectivism as a learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Constructivism/constructionism in Practice

It is important that students learn how to test and generate hypothesis as a lifelong learning skill.  Pitler, Hubbell, Kuhn and Malenoski (2007) observed that when students engage in generating and testing hypothesis, they develop “complex mental processes” (p. 202).  This allows them, they continue, to apply content knowledge as it enhances their overall understanding of the content.  That is the focus of learning.  It is the aim of every educator to ensure that there is understanding of content.  Educators desire students to improve understanding of basic content and apply information learnt.  In teaching students to generate and test hypotheses, Pitler, et al (2007) recommend that we make sure that students can explain their hypothesis and their conclusions derived from their research. (p. 203).

Technology can play an integral role in the level of understanding and how deeply students explain their hypothesis.  If the focus is rightly on interpreting data so as to make conclusions rather than gathering data, we have to teach students how to utilize technology to build on that skill (Pitler, et al, 2007, p. 203).  Spread sheet software is an excellent tool that students can use to interpret data.  It converts numbers and figures into visuals (charts, graphs) which makes interpretation easier.  Using PowerPoint presentations to showcase the findings for projects is also a great idea.  Students could also show case their ideas on blogs, they can create wikis or podcasts. 

Project based learning instructional strategies are also highly recommended in the constructivist/constructionist classroom.  It provides students the rare opportunity of investigating real life problems so as to come up with solutions to those problems.  Those 21^st century skills are priceless in developing the type of citizens for the real world.

I found this really great video created by edutopia on project based learning.  Follow this link Why Project Based Learning?

If you have any ideas on how we could use technology in project based learning share them please.

Ezra

Reference

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitive Learning Theory in Practice

Technology is generally associated with skill building.  This week’s learning resource studied the cognitive learning theory.  This theory examines how people think (Lever-Duffy & McDonald, 2008, p. 20).  It shows how information is processed, mental connections are made and how long term memory is developed (Laureate Education Inc., 2011). 

Instructional strategies associated with the cognitive learning theory include cues, questions and advanced organizers as well as summarizing and note taking.  Cues, questions and advance organizers focus on “enhancing students’ ability to retrieve, use and organize information” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 73).  When technology is used in conjunction with those strategies, deep learning takes place.  Pitler, et al., (2007) recommends using a combination of advance organizers, to include expository, narrative and graphic, to improve retention (p. 76).  They also recommend using multimedia advance organizers to help further retention of information (p. 82).  Note taking is another essential instructional strategy that is not often taught explicitly as a skill to students.  It is a useful study skill that “enhances students’ ability to synthesize information and distil it into a concise new form” (Pitler, et al., 2007, p. 119-120).  Both strategies are directly related to the cognitive learning theory as they focus on thinking and mental connection of information. 

Using those strategies help teachers build deeper understanding of topics taught.  I especially liked the idea of using brochures as an expository advance organizer.  If graphics are included into it, it could serve as a powerful tool for students.  It also provides information that students can use to review at a later date to help concrete learning.  I am a business teacher and sometimes students have some difficulty identifying with some of the topics discussed.  It is important for students to take notes during lessons.  Pitler, et al., (2007) recommends using brainstorming software as a technological tool for encouraging note taking (p. 125).  I found this to be quite intriguing as students can use a developed template to fill in important information on the lessons taught.  Concept mapping and virtual field trips can also be used to further enhance learning.  I have never developed a concept map nor used a virtual field trip for my class and I intend to use in the near future.

I found this week’s discussions interesting as I never really linked the cognitive learning theory with technology.  It provided some differentiation that is very important in building deeper learning and understanding.

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

The behaviorist learning theory proposes that the environment shapes one’s behavior and assumes that what one learns is largely attributed to the elements in the environment (Smith, 1999 p. 1).  The merits to the behaviorist theory of learning are quite controversial.  The inclusion of technology in the classroom has allowed many educators to rethink the merits of behaviorism (Laureate Education Inc., 2011).

In this week’s learning resource we examined two instructional strategies that I believe correlate with the principles of behaviorism.  We examined “reinforcing effort” and “homework and practice” as proposed by Pitler, et al., (2007, pp. 153-161, 187-201).  Pitler et al., recommends effort as the wisest choice to attributing success in the learning process (p. 153).  I agree that when students understand the importance of reinforcing effort and act on this knowledge, their attitude to learning propels.  This in itself produces improved results and success.  He also recommends technology driven data collection tools to showcase students’ work (p. 162).  This, Pitler, et al., believes would reinforce effort and encourages students to keep trying. 

Homework and practice, despite the many controversies associated with it, assist students in reinforcing and concreting concepts learned.  Pitler, et al., recommends at least 24 practice sessions with a skill to achieve 80 percent competency.  The use of technology and web resources creates appeal and generates immediate feedback to users (p. 195).  It also provides meaningful reinforcement of concepts in a fun and interactive manner.  This is important for today’s students as they thrive on immediate feedback and instant gratification. It also provides an opportunity for teachers and students to track their efforts and note their progress.  

Technology integrated into the classroom has provided renewed opportunity for the theory of behaviorism to be re-examined as a positive strategy for improving classroom practice.

Reference

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD. 

Smith, K. (1999). The behaviorist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourism

New Course - New ideas

Good day everyone.  Welcome to my blog.  I look forward to working with all of you during this course. 
Ezra

Reflections

Access to media changes the very look of the classroom (Thornburg, 2004, p. 7).  Use of video, sound, images, text or simulations at your fingertips is by far the greatest advantage to using web2.0 tools in the classroom.  As my studies with Walden University continue, and this course ends, I have been given the opportunity to reflect on where I was before; where I am now and where I need to be if I am to become the type of professional I desire to be.

In what ways has this course helped you to develop your own technology skills as a professional teacher?

            I created my own blog.  I edited and developed a wiki.  I produced a podcast.  I thought of ways of using my students’ smart phones in the classroom.  Those are skills I did not think I would possess or use.  Outside of the development of those technologies, I was also able to use them in a classroom setting.  I saw my students’ faces light up as they listened to their voices on a podcast.  I heard those students discussing ways in which a podcast can be used in their classroom and how they could use this technology for presenting assignments in other classes.

            Like my digital native students (Prensky, 2001), I spent hours fine tuning, editing and developing technology that can be utilized in the classroom.  I also discussed those technology skills with other technology experts and I got tips on how to improve my skill set.  This course has opened my eyes or perspective, so to speak, in a positive way. 

In what ways have you deepened your knowledge of the teaching and learning process?

            I have deepened my knowledge of the teaching and learning process in various ways.  Firstly, I have a different perspective of the teaching and learning process.  I thought myself to be the provider of knowledge to my students.  Now, I see the teaching and learning process to be different.  I am simply the facilitator of knowledge.  My students are capable of accessing and deciphering information on their own.  I am a guide in the process.

            I also feel a lot more comfortable within the teaching learning process when I am not knowledgeable of a concept or have all the information.  I feel more confident having my students provide me or guide me to new paths to information.  My students are aware of this and this has improved the learning environment.  Our discussions are richer and we are able to learn more.

In what ways have you changed your perspective from being teacher-centered to learner-centered?

I always thought myself to be a learner centered professional.  I prided myself to being an innovative teacher who utilized technology in my classroom.  This course has helped me to view myself in a different light.  What I thought to be learner centered was simply a technology integrated teacher centered classroom.  I used PowerPoint presentations, but never realized that I was only digitizing the traditional approach to teaching. 

Technology for me was an option and not an expectation (Thornburg, 2004, p.4).  This generation of students expects technology.  I have changed my view of technology in that I am convinced that technology is a must in every classroom.  Students will not learn at their optimal level without it.  I have to provide the best teaching learning experience possible for my students and as such I understand that technology is not an option but an expectation.

In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?

           

I have to continue to develop my technology skills once I complete this course.  Very early in this course, we were reminded that by the time we complete a course of study, what we learnt would have become obsolete (Fisch, 2007).  I have to continue to develop my skills and continue to access new and innovative methods and technology in my classroom.  The more I utilize those skills personally and in my classroom, the more likely it will be for me to come across and use new and innovative tools.  This might be the best way to continue to expand my knowledge of those technologies.

            I have started to build my access to new information by increasing my access to newsletters, blogs and other educational information.  I have used RSS feeds to my advantage in that I have links to many blogs and professional newsletters.  This might be one of the best ways of accessing new information, techniques and ideas for building my knowledge of technology that can be used in the classroom.

            My desire for lifelong learning is something I have been developing over time.  I will continue to access new courses that could help me to build my knowledge base as far as technological skills are concerned.

I hope to continue to build on my knowledge of ICTs in education.  I hope to continue to use web 2.0 or other tools that are available for the benefit of my students.