Students Making a GAME Plan?

The first thing that I though of when the GAME Plan was introduced at the beginning of the course was that it was a glorified goal setting approach. We were to develop a goal and the steps needed to fulfill this goal. The author just came up with a fancy way of saying what we already knew how to do. I can't say that I am surprised. Educational theorists have been regurgitating the same ideas under new names for years. Goal setting is not a new concept for our students. What might be new is having the students actively involved in the formation of the goal. This can pose a tremendous challenge. It is hard for high school students, let alone elementary students, to recognize weaknesses and needs to have to be developed. This is a challenge for items in which they are actually interested in. Attempting to have students create goals and action plans based on technological needs can be truly daunting. While students enjoy technology and use it more than any other generation learning about it and developing skills with it is a completely different task. It also requires that the teacher instills within their students that these technological standards are truly necessary for their success. This is were I struggle with. After reading the NETS-T and NETS-S standards I have to say that I don't completely agree that these concepts are truly needed to ensure success. Furthermore I don't completely agree that these skills need to be taught during a social studies class. Teaching these skills and concepts needs to happen in specific computer courses and solidified during content area classes. I can honestly say that I have struggled with the motivation to conitnue through the GAME Plan process. At this point I am skeptical that my students will remain focused and motivated through the process. Goal setting and action planning is not new to our students, no matter what name we give it. Trying to force one particular process I feel is inappropriate. One size does not fit all in education. Since the basis of establishing goals and completing steps to attain the goal are in place (and have been for years) all we really need to do is be more mindful of creating goals that may have a technological application. In the end, I honestly cannot see my students choosing a technology standard that they want to develop, establish a plan of action, carry that action plan out, and eventually reflect on their success. I have struggled with this, why would I expect my students to do so.

Honest Assessments

I've mentioned it before, there is nothing to add to the actual GAME plan that was proposed in previous weeks. I am still awaiting the next step to occur (something that is out of my control). For this specific plan there is nothing to add, I can't say that I have incorporated anything into my lessons, and I have not refined my plan because nothing has happened to spur the changes.

When looking at a broader plan of earning the Master's degree I can probably add a little more insight. I have added elements like wikis into instructor. I have attempted to bring online discussions and blog posts with mixed results. I am still striving to bring more manageable technology into my lessons. I have taken as a goal to remove assignments that are percieved as busy work and trying to replace them with assignements that utilize technology. Hopefully these assignments will expose students to new resources and techniques of information collection and dissemination. This is largely going to be completed as I regularly review lessons and seek to enhance my instruction.

Further Review, Already?

The evaluation process of the GAME plan established a few weeks ago is at standstill. It has been for a few weeks now. While some plans require constant action and revision others work at a more predictable, albeit a slower, pace. For the personal plan that I have created it is actually inappropriate to have weekly updates since I require collaboration with colleagues in a forum that is not scheduled to begin yet. I have created all necessary steps to ensure that the plan will commence without flaw once the professional development sessions commence.

Since the framework has been established and I am waiting the second portion of the plan to begin there is nothing more to change or add at this point. Constant updates and revisions are unnecessary for this reason.

PB

Monitoring the Action Plan

At this point in the action plan I believe that I have completed all of the necessary steps prior to the actual meeting times. Part of the plan was to create an internet based work space for the members of a webconferencing workshop to share strategies and resources. Currently it is developed and awaiting members to join. I have discussed the plan with a colleague who will be part of the workshop and we shared ideas about how to make the work space more efficient and user friendly. At this point there is very little to do until the workshops commence.

I understand that is assumed that we would be taking steps weekly to complete our plan. Unfortunately, this plan does not lend itself to that model. I feel that the plan I created is still appropriate and will yeild positive results.

Thinking of other plans that I can incorporate I stop at earning a Master's degree in technology. We were supposed to choose a plan that helped address a need we have in terms of incorporating technology for our students. Pursuing this degree is helping every area outlined in the NETS-T standards. Even though I did not previously outline this as a plan it can easily be done. Taking the pursuit of the degree and the eventual workshops into account I feel that I am taking appropriate steps to improve on the NETS-T standards.

PB

Resources for the GAME plan

In order to address the goal of building a network of teachers committed to developing technology inclusion in the classroom I have created a google site that can be utilized to make connections and share materials. On this site we will be able to provide each other with background and contact information and details of the courses we teach. Best practice ideas and lesson plans can also be included to further the understanding of all members. This site can also be used to address the webconferencing goal. Creating a google document is the easiest way for busy colleagues to communicate and share information.

Beyond developing the basic template of the site I have not been able to progress much in my goals. The courses outlined previously have not begun yet (they actually begin in March). Until these courses begin I will be taking what little free time I have to research possible incorporation of webconferencing into my course. Since this is a new technology for me the learning curve is expected to be high. I plan on learning about the equipment first, researching applications other teachers have used, and begin searching for the most appropriate units to incorporate these ideas.

PB

Enhancing Professinoalism Through a GAME Plan

Among the NETS - T standards two stand out as areas that need to be improved. This feeling comes after a period of careful reflection on my typical classroom performance. It is important to note that I do not consider myself in anyway a masterful teacher. These areas were selected as a starting point.

NETS - T mentions that teachers must continually grow in professional practice and leadership in terms of incorporating technology and encouraging colleagues to do the same. While I have done a fair job of incoporating technology in the classroom and have a seat on the technology committee for my school I have not truly worked with other teachers in an attempt to build technology use. My goal is to create a network of techers that have the desire to enhance instruction through technology and build basic skills and understanding of the resources that are available to all teachers within my school. I plan on meeting this goal by participating in a series of technology tutorials hosted by my local PBS station. These courses are held within my school and are open to any teacher in the viewing area. This is roughly 500 school districts and private schools. These courses range in topics from webconferencing to creating websites through Google. The monitoring portion of this plan is simple. I need to ensure that I am present at each of the meetings and creating a collection of contact information of the participates who wish to work together to enhance classroom instruction. Once these courses are completed and instructional methods have been employed I will be able to compare this years instruction with past years and judge if it has improved or not.

NETS - T also mentions that classroom instruction should relate to a work place that is technologically advanced. Without going into great detail I feel that one technology that is going to be consistent is webconferencing. My school recently purchased the equipment necessary. My goal is to collaborate with teachers who are comfortable creating lesson plans utilizing this resource. Since I have limited knowledge and experience it is my desire that I would be able to learn how to effectively use the equipment from my colleagues. My action plan for this goal relates to my previous goal. One of the courses offered by the local PBS station is on webconferencing. When that course is offered I plan on establishing a connection with a teacher that is willing to work with me. Monitoring the progress of this goal comes in establishing meeting times and collaborative lessons with this other teacher. As I become more comfortable with the resource I will be able to develop more of the lesson plans. In the end the evaluation comes in comparing student performance on assessments after this lesson from those students who completed similar assignments without the use of the webconferencing equipment.

PB

EDUC 6712 Reflection

Throughout this course we have been challenged to develop lessons and units that push our students into the seat of creator as oppossed to being mere consumers. These units and lessons continue to address content standards and culminate in tradional assessment techniques but require much more student interaction throughout the process. Like other reviews of teaching practices this type of project can add new ideas and interesting delivery options to the classroom. To be honest the inquiry project idea is a re-hash of tried and true methodologies. In recent years there has been a republishing of prediction sheets and KWL charts and other more traditional literacy skills. The inquiry project as delivered in this course takes many of the same concepts and infuses the use of computers. While it is true that students tend to be visual consumers on information on websites the tasks of being committed and engaged readers stays consistent no matter what the medium is.

From this point on the inquiry based project solidifies the need to teach literacy skills and ensure that students are actively engaged in all aspects of the learning process. I am skeptical that this type of project will boost the achievement of my students. Being an educator that gets innunated with new teaching strategies and best practices I need to be critically aware of the impact that these ideas will have on my students. At times ideas such as the inquiry based project seem like they are created by people who have spent time outside of the classroom in research areas. The translation does not always occur. The inquiry based project is not apporpriate for all grade levels and all disciplines. For that reason the concept seems limited. This project seems to be one that requires specific skills from educators in order to have complete success. Ultimately this project type needs to be attempted in the classroom and the final determination can be made with empirical evidence.

Through the reading of educational material in journals, magazines, and online sites I would like to hear the oppossing viewpoints about this type of project. I become concerned when I am presented with one side of an issue and expected to agree completely with it. While looking for the alternate viewpoint I would like to find other strategies that can meet the goal of teaching these so called new literacy skills. If these new skills are so vital (as the course contends) there must be other strategies that address them.

Phil Bonus