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