•How effective were your actions in helping you meet your goals?
In trying to Design and Develop Digital-Age Learning Experiences and Assessments, I have been able to request technology be ordered for me. An LCD projector, ELMO (document camera), and a class set of Qwizdom have been ordered. While I am waiting for the items to come I am able to utilize another teacher's set for 2 of my classes.
Qwizdom allows me to assess students before, during, and after lessons. By making the lessons more interactive due to requiring students to respond to questions during lessons, I will be exposing the kids to digital-age learning experiences.
In expanding my professional growth, the very act of asking for a set of Qwizdom has opened the door for other Academy teachers to buy into the program since the deal is buy one and get the second half off. That means as I learn the program I will be asked to teach the program to other teachers.
•What have you learned so far that you can apply in your instructional practice?
I have learned that I can take the embedded assessments and upload them to Qwizdom. I will be able to have students sequence events, choose multiple answers that apply to a questions, choose true or false, yes or no, and also multiple choice type questions. I read through the manual in order to understand what it is capable of and as I was reading I jotted down some ideas of how I could use it.
When I was in the lead Academy teacher's room asking for and LCD projector and ELMO, she asked what I would use it for. I explained all the different things that can be done so she has asked me to teach her how to more effectively use the projector and document camera she has.
•What do you still have to learn? What new questions have arisen?
The big thing I still have to learn is how to apply my knowledge from reading the manual to actually creating the lessons. I know we have the software, so I just have to figure out how many computers I am able to load the software onto so I know if I have to create all the lessons at school or if I will also be able to create lessons on my computer at home. Then I have to learn how to make the system work for me. Since the 2 periods I will be using Qwizdom with already use Qwizdom in their Biology class, I will have to figure out if their information is available to transfer or if I have to type in each student and their ID code.
For professional development, I still have to learn what model ELMO and projector are used by my peers as well as what is being ordered for me so I know what the differences are.
•How will you adjust your plan to fit your current needs?
I am adjusting the Unit Plan of 3 lessons by designing lessons that will utilize Qwizdom. That way I will be making progress not only on a goal, but also on a class assignment. Originally, my plan was to take one lesson from each chapter and incorporate technology. Now my plan is to specifically incorporate Qwizdom, since Qwizdom can be designed for use with and without the handheld devices.
Since the current needs are to teach my peers how to use the LCD projector and ELMO more effectively, I will be reviewing the manuals and teaching them how to use those items prior to attending the conference.
Wednesday, February 2, 2011
Sunday, January 30, 2011
Blog 3 Week 4: Monitoring Your GAME Plan Progress
As I continue to work on strengthening my confidence and proficiency in my chosen standards, I am developing, implementing, monitoring, and evaluating my personal GAME plan.
Are you finding the information and resources you need?
So far, I am finding the information I need. As far as resources go, the access to the computer lab may have changed. The English teacher is now the Dean of Students and there are long term subs in the room. Since it is an Academy classroom I should have full access, but there might be issues with the sub not knowing what to do while learning the curriculum. I do not have access to the experts yet since the first conference is March 3rd to 5th. However, I have reached out to the computer experts on my campus to find out what I can do. Unfortunately, most of what they have suggested is dependent upon me having access to a tablet, smart board, or LCD projector.
Do you need to modify your action plan?
So far, I do not need to modify my action plan. The way in which I have gone about figuring out which lessons to modify will change at my next World History PLC meeting. I am going to ask my peers who have taught these lessons which ones they think would be easiest to supplement with technology.
What have you learned so far?
So far, I have learned that it is easier to modify a plan after I have taught it without using technology. Then I can take my knowledge of the content and student reactions to the content to find the best ways to incorporate technology. For example, when it comes to World War II, the students are excited about learning different aspects of the war. I believe that some of the lessons would be best modified by creating scavenger hunts for students to participate in. Then they would use knowledge of key words in order to google the answer. I would have them copy and paste the URL next to their answer. I have also learned that unless I make the lessons fun, just getting to use computers does not change the excitement level my students have for the content.
What new questions have arisen?
Basically, the questions I have are all due to the inequality I see at my school site between the different subjects. The math and science departments have technology (smart boards, tablets, and LCD projectors), while the English and Social Science departments have 1 computer per room, 1 tv per room, and any LCD projectors are personally owned by teachers.
Are you finding the information and resources you need?
So far, I am finding the information I need. As far as resources go, the access to the computer lab may have changed. The English teacher is now the Dean of Students and there are long term subs in the room. Since it is an Academy classroom I should have full access, but there might be issues with the sub not knowing what to do while learning the curriculum. I do not have access to the experts yet since the first conference is March 3rd to 5th. However, I have reached out to the computer experts on my campus to find out what I can do. Unfortunately, most of what they have suggested is dependent upon me having access to a tablet, smart board, or LCD projector.
Do you need to modify your action plan?
So far, I do not need to modify my action plan. The way in which I have gone about figuring out which lessons to modify will change at my next World History PLC meeting. I am going to ask my peers who have taught these lessons which ones they think would be easiest to supplement with technology.
What have you learned so far?
So far, I have learned that it is easier to modify a plan after I have taught it without using technology. Then I can take my knowledge of the content and student reactions to the content to find the best ways to incorporate technology. For example, when it comes to World War II, the students are excited about learning different aspects of the war. I believe that some of the lessons would be best modified by creating scavenger hunts for students to participate in. Then they would use knowledge of key words in order to google the answer. I would have them copy and paste the URL next to their answer. I have also learned that unless I make the lessons fun, just getting to use computers does not change the excitement level my students have for the content.
What new questions have arisen?
Basically, the questions I have are all due to the inequality I see at my school site between the different subjects. The math and science departments have technology (smart boards, tablets, and LCD projectors), while the English and Social Science departments have 1 computer per room, 1 tv per room, and any LCD projectors are personally owned by teachers.
Blog 2 Week 3: Carrying Out My GAME Plan
This week I have continued to strengthen my confidence and proficiency in my chosen standards for integrating technology into my world history instruction as well as creating classes to teach my peers technology skills to implement in their classrooms.
What resources will you need to carry out your plan (video, reading, experts or colleagues, etc)?
In order to be successful in both areas of my GAME Plan, I need plenty of resources. To redesign lesson plans that incorporate technology, I need access to technology. Unfortunately, my school has below average access to technology. I only have one computer in my room that is hooked up to a tv. In order to use one of 3 computer labs available on my campus of 3,000 students, I have to reserve them well in advance. Luckily, for 2 of my classes, I can make arrangements with an English teacher to switch classrooms so I can use the computers in his classroom, but I still have to make arrangements well in advance. Since I am limited to computers as my technology resource, I just have to figure out how to incorporate computers. I can’t require that my students use computers outside of the school day since many of them do not have computers and of those who do, not all of them have internet access. I will be able to use my own lesson plans in order to teach my World History PLC group specifically how to integrate technology into their lesson plans. I will utilize the expertise of experts in the field who will be presenting at the two conferences I will be attending this year in order to add to the lessons I will be presenting to my peers.
What additional information do you need?
Realistically, the main thing I need is find a grant to get more technology in my classroom. Usually grants want you to explain how you would use the technology, so if I design lessons to use certain pieces of technology, I can use them to apply for a grant. For now, I would also need to include how to complete the lessons without that additional technology. For teaching the classes, the additional information I need is what type of technology classes my peers at the high school want to participate in.
What steps have you been able to take so far?
So far, I have been able to examine the lessons coming up in the next few chapters and figure out which ones would be most conducive to incorporating technology. I am slowly planning out how much time my students will need in the computer lab and planning on when they would need this access. Once I have figured out when they need to access the computer lab, I can make arrangements with the English teacher to switch classrooms for the week. As part of the Technology Team, I have suggested that we survey our peers to find out what they want to know. That is supposed to take place at our next staff meeting.
What resources will you need to carry out your plan (video, reading, experts or colleagues, etc)?
In order to be successful in both areas of my GAME Plan, I need plenty of resources. To redesign lesson plans that incorporate technology, I need access to technology. Unfortunately, my school has below average access to technology. I only have one computer in my room that is hooked up to a tv. In order to use one of 3 computer labs available on my campus of 3,000 students, I have to reserve them well in advance. Luckily, for 2 of my classes, I can make arrangements with an English teacher to switch classrooms so I can use the computers in his classroom, but I still have to make arrangements well in advance. Since I am limited to computers as my technology resource, I just have to figure out how to incorporate computers. I can’t require that my students use computers outside of the school day since many of them do not have computers and of those who do, not all of them have internet access. I will be able to use my own lesson plans in order to teach my World History PLC group specifically how to integrate technology into their lesson plans. I will utilize the expertise of experts in the field who will be presenting at the two conferences I will be attending this year in order to add to the lessons I will be presenting to my peers.
What additional information do you need?
Realistically, the main thing I need is find a grant to get more technology in my classroom. Usually grants want you to explain how you would use the technology, so if I design lessons to use certain pieces of technology, I can use them to apply for a grant. For now, I would also need to include how to complete the lessons without that additional technology. For teaching the classes, the additional information I need is what type of technology classes my peers at the high school want to participate in.
What steps have you been able to take so far?
So far, I have been able to examine the lessons coming up in the next few chapters and figure out which ones would be most conducive to incorporating technology. I am slowly planning out how much time my students will need in the computer lab and planning on when they would need this access. Once I have figured out when they need to access the computer lab, I can make arrangements with the English teacher to switch classrooms for the week. As part of the Technology Team, I have suggested that we survey our peers to find out what they want to know. That is supposed to take place at our next staff meeting.
Blog 1: Week 2
After visiting the website (http://www.iste.org/standards/nets-for-teachers.aspx) for the International Society for Technology in Education (ISTE) and examining the National Education Standards for Teacher (NETS-T), I analyzed my comfort level for each of the five standards. Of the five NETS-T, I am most comfortable with 1. Facilitate and Inspire Student Learning and Creativity, 3. Model Digital-Age Work and Learning, and 4. Promote and Model Digital Citizenship and Responsibility. The two areas where I do not feel as confident or proficient in are 2. Design and Develop Digital-Age Learning Experiences and Assessments and , and 5. Engage in Professional Growth and Leadership. Using the GAME (Goal, Action, Monitor, Evaluate) method (Cennamo, 2009), I have created a plan on how to improve my comfort level in these two standards.
My GAME Plan for Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments
Goals: For World History, I only have a few chapters left to cover. What I plan to do is examine the current lesson plans for at least 1 section per chapter and adapt them by redesigning instructions, activities, assignments, and assessments so that they are authentic, self-driven, and utilize technology.
Action: Since I am new to the curriculum, I have to examine lesson plans anyway before teaching them. What I will do is determine which lessons would most be benefited by the inclusion of technology. Since I would be redesigning the lesson, I would start by redesigning the assessment and go from there.
Monitor: I will be able to monitor my progress by ensuring that I do make technology changes to at least 1 section lesson plan per chapter. This can be done by compiling a list and writing up changes to each lesson plan.
Evaluate and Extend: At the end of each altered lesson and unit, I will examine the assessment scores to see if the desired goals have been reached. As I teach the lesson to 4 different classes, I will make adjustments as I deem them necessary and may make modifications for the next year I teach these lessons. Eventually, I would like to be able to do this with all of my lesson plans.
My GAME Plan for Standard 5: Engage in Professional Growth and Leadership
Goals: Since I am new to the school, I wanted to get a feel for my colleagues and the school before I got involved in the leadership at the school. However, I did become part of the technology team so I could learn about the technology available at the school. My goal is to develop the technology skills of others. I will also participate in exploring creative applications of technology.
Action: I will participate in technology related seminars at the two conferences I am scheduled to go to this year. Upon my return I will schedule a meeting to teach my fellow Health Academy teachers what I have learned. That small group situation will prepare me to teach the technology ideas at the beginning of next school year. Since my Academy peers and World History PLC group have demonstrated an interest in applying technology to their classrooms, I can try out technology classes on them.
Monitor: As part of the technology team, we are planning on offering several levels of technology instruction as well as a variety of types of technology education. When we get together for our PLC meetings I can check off which classes I have worked on and am willing to teach next year.
Evaluate and Extend: After I teach my fellow Academy teachers and World History PLC group what I have learned, I will ask them to evaluate what I taught them and look for feedback in order to make next year’s classes more effective.
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.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
My GAME Plan for Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments
Goals: For World History, I only have a few chapters left to cover. What I plan to do is examine the current lesson plans for at least 1 section per chapter and adapt them by redesigning instructions, activities, assignments, and assessments so that they are authentic, self-driven, and utilize technology.
Action: Since I am new to the curriculum, I have to examine lesson plans anyway before teaching them. What I will do is determine which lessons would most be benefited by the inclusion of technology. Since I would be redesigning the lesson, I would start by redesigning the assessment and go from there.
Monitor: I will be able to monitor my progress by ensuring that I do make technology changes to at least 1 section lesson plan per chapter. This can be done by compiling a list and writing up changes to each lesson plan.
Evaluate and Extend: At the end of each altered lesson and unit, I will examine the assessment scores to see if the desired goals have been reached. As I teach the lesson to 4 different classes, I will make adjustments as I deem them necessary and may make modifications for the next year I teach these lessons. Eventually, I would like to be able to do this with all of my lesson plans.
My GAME Plan for Standard 5: Engage in Professional Growth and Leadership
Goals: Since I am new to the school, I wanted to get a feel for my colleagues and the school before I got involved in the leadership at the school. However, I did become part of the technology team so I could learn about the technology available at the school. My goal is to develop the technology skills of others. I will also participate in exploring creative applications of technology.
Action: I will participate in technology related seminars at the two conferences I am scheduled to go to this year. Upon my return I will schedule a meeting to teach my fellow Health Academy teachers what I have learned. That small group situation will prepare me to teach the technology ideas at the beginning of next school year. Since my Academy peers and World History PLC group have demonstrated an interest in applying technology to their classrooms, I can try out technology classes on them.
Monitor: As part of the technology team, we are planning on offering several levels of technology instruction as well as a variety of types of technology education. When we get together for our PLC meetings I can check off which classes I have worked on and am willing to teach next year.
Evaluate and Extend: After I teach my fellow Academy teachers and World History PLC group what I have learned, I will ask them to evaluate what I taught them and look for feedback in order to make next year’s classes more effective.
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.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
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