Monitoring my GAME Plan Process

 As I embark upon the third week of implementing my self-directed learning plan, I want to also focus on the third step of the GAME plan process.  The “M” in this process stands for Monitoring – in terms of looking at the actions we chosen to help us meet our goals.  In my last post, I mentioned some of the tools and strategies I planned on utilizing to address two specific goals.  My first goal (Standard 3) is to better exhibit the knowledge, skills, and work processes of someone in a digital society (International Society for Technology in Education [ITSE], 2008).  My second goal (Standard 5) is to improve my practice by engaging in professional growth and leadership opportunities (ITSE, 2008).

In working towards Standard 3, I have sought out resources that will provide me with better knowledge of the tech tools that I already have in my classroom, as well as those I would like to introduce.  This week, I created a spreadsheet that allows me to track the tools and resources that I locate.  This spreadsheet allows me to list the resources I find (iPad app, website, etc.) and where I located the resource (from a colleague, professional blog, etc.).  Once I am able to test out or utilize the resource for myself or with my students, there is an area to type in a brief description of how I can use the tool in my classroom, and if it will support the learning goals that I have set forth.  I also plan to ask questions from a TechPudding blog post (techpudding.com) where I found a checklist for evaluating tech tools, apps, hardware, and software.  I love that their checklist also includes asking oneself if the tool in question follows the principles of UDL (the Universal Design for Learning)!  Price, usability, and accessibility are also key factors to consider when looking at resources for my students with special needs.  In addition to creating my tech checklist, I have been able to explore a few resources this week during the “tech time” I set aside at the end of one school day per week.  After an observation this week by my supervisor, she gave me the name of a virtual learning environment site/software called Moodle, and asked that I check it out.  She asked for my feedback on future use of this tool for our county-run programs for students with autism and multiple disabilities.  I felt so empowered and honored that she wanted my opinion, and excited to be given a tech tool to add to my spreadsheet.  I was also able to look into Google Drive, which was recommended to me by a member of our Walden cohort, as a way to store, access, and share documents.  These resources were just a few of the tech tools that I was presented with this week.  I also found numerous ideas and tools via the tech blogs that I follow.  When monitoring this goal for myself, I was able to look at my spreadsheet and say, “yes, I am finding the resources I need”… and more!  I don’t feel that this area of my plan needs to be modified just yet, but I do think that I need to start jotting down technology questions/concerns that I have in order to narrow the scope of the resources that I am in search of.  Finding tools to help with my immediate needs, as well as those of my students, should be at the forefront of my research.  With this in mind, I have added a column to my spreadsheet where I can list exactly what tools I am looking for on a daily/weekly basis.

Standard 5 focuses on my goal of engaging in more professional growth and collaboration opportunities – particularly those that relate directly integrating technology in the classroom.  At our weekly special education meeting, I asked if it was possible that each week we all bring one tech tool or site to share with the group.  I also suggested using Google Docs to create a spreadsheet where we could all share and add new resources throughout the school year.  My colleagues agreed that this would be a simple, yet helpful way to share with one another.  I am hoping that I can also get our technology teacher onboard with adding resources to our Google Doc.  I was also excited this week, following my aforementioned observation, to be able to again discuss being given the time to talk about technology with my program colleagues at our quarterly teacher meetings.  With all of our classrooms having iPads, SMART Boards, and newly subscribed-to curriculum resources (like the web-based Reading and Science A to Z), I would love this opportunity!  Our next meeting is in January, so I would have plenty of time to sort through and decide on the resources that work best for our classrooms for students with multiple disabilities. 

After just a few short weeks, I feel like I am on the right path to meeting my goals.  I feel like I have been able to find many beneficial and applicable resources from talking to colleagues, as well as by doing my own web research.  Having an organized way to monitor and evaluate the tools I find will help me to hone in on what will truly be the best tools for my students with special needs.  I hope to look into more ways in which I can participate in global discussion with educators about technology, in venues outside of what I am used to.  Every day, I find that I am faced with new questions about how technology can improve teaching and learning in my school and classroom.   I have also learned that although technology is all around us, finding exactly what is required to meet our technology needs can sometimes be a challenge.  By searching in a more organized and thought-out way, as well as staying in consistent, technology-driven dialogue with other professionals, I hope to continue on my path toward life-long, self-directed learning. 

Monitoring my goals involves reflecting upon the strategies I have chosen to meet these goals (Cennamo, Ross, & Ertmer, 2009).  Any thoughts on ways I could improve upon this process would be much appreciated. 

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/standards/nets-for-teachers

Carrying Out My GAME Plan

My last post described two technology standards (NETs) that I want to focus on in order to improve my technology skills both in and out of the classroom.  My first goal (Standard 3) is to better exhibit the knowledge, skills, and work processes of someone in a digital society (International Society for Technology in Education [ITSE], 2008).  My second goal (Standard 5) is to improve my practice by engaging in professional growth and leadership opportunities (ITSE, 2008).  In order to follow a sequential and self-directed path to working on these goals, I have decided to follow the four-step, GAME plan approach that was outlined in our course text.  The GAME plan will enable me to customize my approach to learning tasks and developing the relevant skills that will help me to reach my goals, while preparing for lifelong learning (Cennamo, Ross, & Ertmer, 2009).

The first step in the GAME plan involves goal setting, for which the groundwork has already been laid.  The second step of the game plan, the “A”, requires one to take action, which for me involves looking at the resources and information I will need to meet my goal.  For this step, I will also be choosing the learning strategies I plan to implement, once I have all of the necessary tools in order to do so.

For Standard 3, I will be looking for resources that will better allow me to understand the different types of technology that are available, and that would be directly beneficial to my classroom.  YouTube tutorials, educational technology blogs, and further review of Walden resources (i.e. Dr. LeBeau’s “Tech it Out” tools, resources discussed in our text/media segments), will give me a great start in locating tools that I can delve into more deeply.  I also need to make sure I set aside the time to work with these resources in order to find out if they are truly something I can use in my classroom.  I also plan to use digital tools to further collaborate and communicate with my colleagues, students, and parents.  Discovering ways to update my classroom website, sharing via blogging, and finding out how to utilize newer social media outlets would also lead me a step in the right direction.  The more I do to locate and test out new types of technology, the more success I will have in finding resources that will best suit my needs.  This week, I decided to switch my old classroom website format (I have a website that is linked to our county’s education service center) to a new (and more exciting!) format through the free website tool Weebly.  To further tailor this goal to also meet the needs of my students, I will continue to search for interactive, visually-oriented learning tools.  Following special education technology blogs ("Teaching All Students" by Patrick Black is one of my favorites) has provided me with a wealth of resources that I have been able to try out with my students.  It is critical that I am familiar with the resources I utilize in order to incorporate them successfully and smoothly into my lessons.  The goal of technology is to enhance my instruction, not hinder it.

For Standard 5, I am hoping to have the opportunity to participate in more technology-focused learning communities.  Have my Walden cohort has been an invaluable resource from day one.  I am able to share my technology knowledge and resources, and receive immediate feedback and suggestions.  While this collaboration has been a great tool for improving my practice, it has not necessarily allowed me to exhibit leadership skills in the school setting.  In order to become more of a technology facilitator, leader, and “go-to” person within my special education program and school, I need to seek out resources that will address some of the concerns/issues that fellows teachers and I face on a daily basis.  Reaching out to those who have technology blogs (and in particular, special education and technology blogs), may provide me with the tools needed to introduce new ideas to those around me.  Asking for time to address fellow staff members at meetings in order to get their tech concerns/questions/etc. will provide me with a jumping-off point for research on the more specific resources needed to make our school an effective and technology-driven learning environment.  Social media, such as Twitter or Facebook, could also provide an outlet for asking/answering questions and providing support to educators on a global level.  The tools available for collaboration with other educators are virtually endless!  It is now my goal to find out the most effective way I can collaborate with other educators both in and out of the classroom.  Since my last blog post, I have been able to talk with my program director about incorporating technology components into our quarterly meetings.  We discussed the possibility of me assisting with the tech concerns of my colleagues (seven total), as well as going over any new technologies that will be beneficial for us all.  I would also like to spend time going over iPad apps (we all were provided with iPads at the end of last school year) that would be motivating and accommodating for our students with special needs.  This opportunity has both empowered and excited me!  I can’t wait to start looking for resources that I will be able to share with my colleagues.

Throughout each week of this course, I hope to strengthen my confidence and proficiency in regards to technology by following my GAME plan and seeking out the advice and support of my colleagues.  Any input on resources that will help me to do so is much appreciated!

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/standards/nets-for-teachers

Developing My Personal GAME Plan

Self-directed learning provides teachers with the opportunity to grow both professionally and professionally.  We are often engaging in this type of learning without even realizing it – through the creation and teaching of our lesson plans, to the monitoring of ourselves and our students throughout the process (Laureate Education Inc., 2010b).  In order to continuously improve our practice, as well as provide students with new and innovative ways to use technology, teachers must always have goals in mind for taking learning to the next level.   A process like the GAME plan (Cennamo, Ross, & Ertmer, 2009) holds teachers accountable for setting these goals and following them through to success.

The International Society for Technology in Education, ISTE, (2008) has created NETS, or standards, for teachers in order to evaluate the “skills and knowledge educators need to teach, work, and learn in an increasingly connected global and digital society”.  When looking at the five standards listed, along with their objectives, it is clear that I am more familiar and comfortable with some me than I am with others.  Being able to integrate technology in the classroom requires confidence (Laureate Education Inc., 2010a), which gives me the motivation to set goals for working on the NETS that may not currently be my areas of strength.

The first standard that I would like to focus on is standard three – modeling digital-age work and learning.  Before I entered into my graduate program, I used typical technology integration strategies in my classroom.  The SMART Board, Google, and iPad apps were utilized on a daily basis, with activities modified to meet the needs of my students with special needs.  I did not have my own blog or my own classroom website, and most of the activities and interactive books I used on the SMART Board were pre-made.  When I look at how far I have come in the last year, I am proud of my accomplishments, but see that there is much more progress to be made.  My goal for this NET is to work on finding one new “tech tool”, program, or website a week that I can become familiar with and use to enhance instruction and transfer knowledge.  I will set aside time after school or at home, two to three times each week (even if it is only a few minutes) in order to familiarize myself with the new technology.  I will then log the name of the technology, as well as the pros, cons, etc. for using it with my students.  This log will help me to monitor my progress, as well as document the steps I have taken along the way.  I can then choose a time frame (one month, one quarter, etc.) at the end of which I will go back and see which of these tools I have used in the classroom, which ones I haven’t, and which ones I need to learn more about.  I can also share my findings through my professional blog or with colleagues.  I can even work to collaborate globally with special educators to support the research and learning of tools for students with special needs.

The second standard I would like to focus on is engaging in professional growth and leadership.  Because I am the only teacher in my building that teaches a classroom for students with multiple disabilities, it can often be a challenge to collaborate on a meaningful level.  During weekly grade level and content area meetings, I often feel I have very little to contribute to the conversation.  When I do meet with other MD teachers (4 times a year through our county-run program), there is often not enough time to discuss technology during our meetings.  Because of my Walden experience, I feel I am able to satisfy much of my desire to collaborate and communicate in regards technology.  However, I am worried that when I complete my program, I will no longer have the discussions that I currently am able to engage in on a daily basis with my Walden cohort.  This is why this particular NET means so much to me.  I want to be able to step up and become a leader amongst teachers in my building, as well those who teach in similar settings.  I also want to expand my learning community and make it a global one.

In working on this NET, using the GAME plan will set me on the right path – ensuring that I follow through on my goal and hold myself accountable along the way.  My goals are to be able to share and model new technologies (that I have researched and used in my own classroom) with others in my program.  I would like to be able to share and receive feedback from my colleagues, while being self-directed in my search to find technologies that will benefit our students with significant special needs.  Now that all of our classrooms have SMART Boards and iPads, the tools are in place for us all to utilize technology to the fullest extent possible.  I am able to take action right away by contacting my supervisor in order to make sure that I will have time at our next meeting to discuss technology.  I will email fellow colleagues to find out their technology needs/challenges/questions, etc., so that I can work on an agenda to tackle in preparation for our next meeting.  The way I will monitor myself in working on this goal will be to make a list of all content areas (since we all teach every subject) and teacher concerns, and work to locate technology tools that can meet these needs, as well as tools that can be used for all grade levels (we serve students in grades K-12+).  Once I have located resources and solutions to teacher technology issues, I will utilize these tools in my own classroom.  Being able to navigate through the resources will allow me to evaluate what I have found and extend the learning to my colleagues at our next meeting.  Being able to give technology input at each of our meetings will force me to stay accountable to learning and experimenting with new tools that can benefit my colleagues and I.  The cycle can continue through each school year, as new technologies emerge, and new questions/concerns arise.

I am hoping that through the use of the GAME plan, I will be able to strengthen and become more proficient in these technology standards.  I would appreciate any input, ideas, or resources you may have in order to help me do so. 

Cennamo et al. (2009) offer this perspective:

“As we lead the way and break new ground in the world of technology integration, self-directed learning will be essential.  You and your peers have the opportunity to be leaders in these efforts!” (p.19)

 

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/standards/nets-for-teachers

Laureate Education, Inc. (Executive Producer). (2010a). Enriching content area learning:  Part one. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010b). Promoting self-directed learning with technology. Baltimore, MD: Author.

Hello!  I am excited to be back to blogging again for my newest Grad course - Integrating Technology Across the Content Areas.  I'm also looking forward to engaging in positive and practice-enhancing conversations with all of you!  Talk to you soon... :)