I have always
enjoyed learning about technology and using it in my classroom. Because of my desire to keep learning about and
trying the newest ideas and applications, I feel comfortable with NETS-T
Standard 2A, “Design or adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and creativity” (ISTE National Educational Technology Standards (NETS) and
Performance Indicators for Teachers, 2008).
I also feel comfortable with Standard 3B, “Collaborate with students,
peers, parents, and community using digital tools and resources to support
student success and innovation” (ISTE et al, 2008). I have used student and classroom blogging,
email, video conferencing, and a class website to achieve this.
I
feel that I still have a long way to go in establishing true 21st
century learning in my classroom. While
I shine in the areas of trying new digital tools and communicating using
technology, I have not taken the time to integrate real-world problem solving
or self-directed research into my classroom.
My GAME plan for becoming more proficient in these areas is as follows:
Goals:
ISTE Standard 1B: “Engage students
in exploring real-world issues and solving authentic problems using digital
tools and resources.”
ISTE Standard 2B: “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” (ISTE et al, 2008).
Actions:
In order to engage
students in real-world issues, I can look to the example of colleagues who are
doing this. I have found that emulating
successful teachers in my desired areas of improvement is a good place to
start. I can subscribe to their blogs
and try some of the same activities with my students. Once I have a few
experiences under my belt, I will feel more comfortable designing my own. I will subscribe to the following blogs: Erin Klein, Elementary School Teacher at http://www.kleinspiration.com/
(Klein, 2015), and Sonya terBorg, Technology Coach at http://sonyaterborg.com (terBorg, 2015).
It will also be
helpful to stay updated with current events so that I understand the real-world
problems that are currently affecting people.
I can do this by reading or watching various news outlets or education
websites designated for compiling real-world problems. I will read or watch news events from the
Minneapolis Star Tribune (StarTribune, 2015).
I will also commit to reading examples of real-world problems used in
education at the PBSKids website (Resources, 2015) and at the Stem
Collaborative website (STEM – Additional STEM Resources, n.d.).
In order to create
a learning environment where students manage their own learning, I will begin
the school year with this goal in mind.
I will use the first few weeks to train my students in the routines and
practices necessary for independent goal-setting, action planning, monitoring,
and evaluating. I will guide them
through this process many times, starting with small tasks and building up
toward larger projects. This will be a
major change from “marching through the curriculum” and viewing the students as
containers to be filled with knowledge – by me.
Instead, I will view them as learners to be trained and released into
the world of knowledge. They will attack
it and I will be their guide. To be
ready for this, I will need to look over the required standards and plan
projects for the beginning of the school year.
Monitoring:
I can monitor my
progress toward engaging students in real-world issues by keeping a file in
Evernote with ideas for real-world problem lessons. This will be a resource that I can refer to
when making lesson plans, and it will document my research. Each month, I can reflect on whether I have
used this resource.
I can monitor the
creation of a self-directed learning environment by considering what
characteristics I would see in my students and their learning if I have succeeded. I will look for the students’ ability to
create a GAME plan and carry it out, as stated by Cennamo, Ross, & Ertmer
(2009). I will monitor which areas of
the GAME plan my students are doing independently and which areas still require
more guidance.
Evaluating:
As
I reflect each month on my collection of real-world problems for lessons and
how I have used them, I will determine what has been successful during the
lessons and what I could change. I will
implement changes during the following month and keep the components that
fostered success. I will determine if my
sources have been helpful or if I need to explore different sources.
After
each self-directed research project, I will evaluate whether my students
demonstrated the desired characteristics.
I will attempt to determine what parts of my learning environment
contributed to their success and what may have hindered or distracted from
their success. I will modify my methods
accordingly and try to shape our classroom to meet the needs of my students.
References:
Cennamo,
K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful
Classroom Use: A Standards Based Approach (Laureate Education, Inc. ed.).
Mason, Ohio: Cengage Learning.
ISTE National Educational Technology Standards (NETS) and
Performance Indicators for Teachers. (2008, January 1). Retrieved March 11,
2015.
Klein, E. (2015, March 10). Retrieved March 11, 2015, from http://www.kleinspiration.com/
Resources. (2015, January 1). Retrieved March 11, 2015, from http://pbskids.org/designsquad/parentseducators/resources/index.html?category=electricity
StarTribune. (2015, January 1). Retrieved March 11, 2015, from http://www.startribune.com
STEM - Additional STEM Resources. (n.d.). Retrieved March 11,
2015, from http://www.stemcollaborative.org/additionalResources.html
TerBorg, S. (2015, January 1). Sonya terborg. Retrieved March
11, 2015, from http://sonyaterborg.com
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