Reflection
As this class draws to a close, I am finding myself doubly excited. I have learned so many things through my coursework at Walden that I would not have learned elsewhere. I have learned to effectively use technology within my classroom to promote differentiated learning and universal design for learning. Several lesson plans written for the course have already been put into my curriculum. Students are eagerly waiting to try their hand at podcasts and digital storytelling. Throughout the rest of this school year, my students will expect to be using technology as much as they possibly can.
Most importantly, I feel that I am ready to take on any future challenges with bravado. Currently a fellow teacher and I wrote grants to receive Kindles for our classrooms. Our grants were accepted and we will be the first in the district to have access to this kind of technology and make it available to our students. We have already been told by our administration that many other educators will be watching our every move. Essentially, we will be leading the way and setting an example for what is to come. Normally, I would be a little intimidated by this huge exploit, but with everything that I have learned I am confident that we will prevail.
One last bit of new technology that I hope to utilize with better performance is the learning profiles we used during week two. It is absolutely important to learn about your students so as to effectively teach them. Bray, Brown, and Green (2004) state that “the more you understand about your students, the easier it will be for you to provide instruction that will enable your students to be successful” (p. 31). I have already had students perform learning style and multiple intelligence tests, but have not done my part to use them effectively.
While not everything attempted has been perfect, I have the confidence to use new technologies to enhance the learning of my students. I look forward to many years of challenging myself using technology along with differentiated instruction and universal design for learning.
References
Bray, M., Brown, A., & Green, T. (2004). Technology and the Diverse Learner: A Guide to Classroom Practice. Thousand Oaks, CA: Corwin Press.
Wednesday, December 22, 2010
Tuesday, August 17, 2010
Final Post
Having looked back over the GAME plan I selected, I would have chosen another option than improving than engaging in professional growth and leadership. I feel like I’m accomplishing this goal by taking this courses online, however, I also feel that I should be improving more within my district. During the summer, classes, and the like, are just not offered. Everyone wants their summers off and who can blame them. I feel that this goal would have been better achieved had it be encountered during the school year.
I would like to say that I’ve been in touch with the tech. teacher at our school and have discussed some possible digital storytelling workshops this upcoming school year. It would be absolutely fabulous to attend and learn more about this teaching technique.
Throughout this course I’ve learned of numerous websites to help with my teaching with the use of technology. I must say that I’m energized and a little excited to get back into the classroom and test some of these ideas out, even if they go horribly. I can’t wait to perfect them and have more fun with my English classes.
The first item of business will be to have my students sign up for emails so that information can be relayed, like homework assignments. After that, blogs will be set up. I would absolutely love to have my students blog instead of the traditional journal. We shall see how this goes!
In the long run, I would most like to incorporate some digital storytelling. Dr. Abrams from our class video discussed many ways this tool helps to support what is already taking place with in a classroom. For example, writing, drafting, art, etc. will all take place when incorporating digital storytelling. I can only imagine how engaging this activity would be for my students no matter their level.
Valerie Gerdes
MS-English
Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.
I would like to say that I’ve been in touch with the tech. teacher at our school and have discussed some possible digital storytelling workshops this upcoming school year. It would be absolutely fabulous to attend and learn more about this teaching technique.
Throughout this course I’ve learned of numerous websites to help with my teaching with the use of technology. I must say that I’m energized and a little excited to get back into the classroom and test some of these ideas out, even if they go horribly. I can’t wait to perfect them and have more fun with my English classes.
The first item of business will be to have my students sign up for emails so that information can be relayed, like homework assignments. After that, blogs will be set up. I would absolutely love to have my students blog instead of the traditional journal. We shall see how this goes!
In the long run, I would most like to incorporate some digital storytelling. Dr. Abrams from our class video discussed many ways this tool helps to support what is already taking place with in a classroom. For example, writing, drafting, art, etc. will all take place when incorporating digital storytelling. I can only imagine how engaging this activity would be for my students no matter their level.
Valerie Gerdes
MS-English
Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.
Tuesday, August 10, 2010
What I think...
I wish that we had been able to try out our GAME plan during the school year. I think that for me, having direct contact with my coworkers would have helped me to better achieve my goal of professional growth and leadership. Taking action is much easier when you have willing, reliable resources in the other room. ☺ Maybe not willing…
However, going through the GAME plan model will certainly help me gain perspective with my students. I’m thinking that it would be a fabulous idea to have them create their own GAME plan, especially as we enter new units. This way I can have them evaluating and monitoring their own work, which will help my students to become self-directed learners. According to Cennamo, Ross, and Ertmer (2009), “self-directed, metacognitive learners engage in three key processes: planning, monitoring, and evaluating their learning activities” (p.3).
Valerie Gerdes
MS-English
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.
However, going through the GAME plan model will certainly help me gain perspective with my students. I’m thinking that it would be a fabulous idea to have them create their own GAME plan, especially as we enter new units. This way I can have them evaluating and monitoring their own work, which will help my students to become self-directed learners. According to Cennamo, Ross, and Ertmer (2009), “self-directed, metacognitive learners engage in three key processes: planning, monitoring, and evaluating their learning activities” (p.3).
Valerie Gerdes
MS-English
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.
Tuesday, August 3, 2010
Week 6
My GAME plan goals are on modeling digital age work and learning and also engaging in professional growth and leadership.
Still, engaging in professional growth and leadership with fellow co-workers is non-existent during our off periods, meaning summer break. However, I have been introduced to numerous websites through classroom discussions and videos that would allow teachers to corroborate with each other, teacher/student discussion or student/student interaction. The first being Edutopia.org. Edutopia provides blogs, videos, teacher resources, all available with a few clicks. One that I’m more interesting in learning about is Ning.com. Has anyone used this? Could you further the information already given by Vicki Davis in our class video? It seems like a website where you can build your own online network, but I’d like to hear from anyone who has personally used it. It seems as though Wiggio.com might do the same thing. Please! I beg of you, give me your info! Upon first look, Wiggio looks easier to use, simpler.
I plan on joining or subscribing to a few websites and blogs to keep current and up-to-date as well as become connected with teachers around the world. I think that relying on my school or district to provide ways to improve professionally is unrealistic. I have more options and can be choosy when looking online.
Valerie Gerdes
MS-English
Edutopia. (2010). The George Lucas Educational Foundation. Retrieved July 27, 2010, from http://www.edutopia.org/
Ning. (2010). Ning, Inc. Retrieved August 3, 2010, from http://www.ning.com/
Wiggio. (2010). Retrieved August 3, 2010, from http://wiggio.com/
Still, engaging in professional growth and leadership with fellow co-workers is non-existent during our off periods, meaning summer break. However, I have been introduced to numerous websites through classroom discussions and videos that would allow teachers to corroborate with each other, teacher/student discussion or student/student interaction. The first being Edutopia.org. Edutopia provides blogs, videos, teacher resources, all available with a few clicks. One that I’m more interesting in learning about is Ning.com. Has anyone used this? Could you further the information already given by Vicki Davis in our class video? It seems like a website where you can build your own online network, but I’d like to hear from anyone who has personally used it. It seems as though Wiggio.com might do the same thing. Please! I beg of you, give me your info! Upon first look, Wiggio looks easier to use, simpler.
I plan on joining or subscribing to a few websites and blogs to keep current and up-to-date as well as become connected with teachers around the world. I think that relying on my school or district to provide ways to improve professionally is unrealistic. I have more options and can be choosy when looking online.
Valerie Gerdes
MS-English
Edutopia. (2010). The George Lucas Educational Foundation. Retrieved July 27, 2010, from http://www.edutopia.org/
Ning. (2010). Ning, Inc. Retrieved August 3, 2010, from http://www.ning.com/
Wiggio. (2010). Retrieved August 3, 2010, from http://wiggio.com/
Tuesday, July 27, 2010
Evaluating...
To restate my goals again, I’m working on modeling digital age work and learning and also engaging in professional growth and leadership.
I’m quickly finding numerous websites to incorporate into my teaching, but as far as reliable examples that deal with student blogging it’s hard to know what to look for. The internet is overwhelmed with examples and blogs, etc. It’s difficult to narrow it down. I’m beginning to think I may just build on what my students did last year. I have all of their wiki postings and may just use that as a base and start from there. I feel like I’ve done something completely different every year. I’d like to start with something I’m already familiar with and build upon that. Is that something I can do? This will be my fifth year as a teacher and I’d like to start building. Hope that makes sense.
Joining or even finding out about professional communities has been very difficult. Fellow teachers are difficult to reach during the summer. However, fellow cohort Marilyn suggested the following website (http://www.edutopia.org/). I’ve been able to look it over and they provide a discussion board for many things, but for middle school teachers in particular. I think that’s fabulous! I love hearing from all teachers, but what works in other grades may not work in the mid-level. Thanks, Marilyn!
Edutopia (2010) also presents 10 tips for project learning!! I hope my fellow teachers can check it out. You may find it useful! Click here for a direct link!
I’m still taking any suggestions! Also, helpful links that you’ve used are a plus! Keep them coming!
Valerie Gerdes
MS-English
Edutopia. (2010). The George Lucas Educational Foundation. Retrieved July 27, 2010, from http://www.edutopia.org/
I’m quickly finding numerous websites to incorporate into my teaching, but as far as reliable examples that deal with student blogging it’s hard to know what to look for. The internet is overwhelmed with examples and blogs, etc. It’s difficult to narrow it down. I’m beginning to think I may just build on what my students did last year. I have all of their wiki postings and may just use that as a base and start from there. I feel like I’ve done something completely different every year. I’d like to start with something I’m already familiar with and build upon that. Is that something I can do? This will be my fifth year as a teacher and I’d like to start building. Hope that makes sense.
Joining or even finding out about professional communities has been very difficult. Fellow teachers are difficult to reach during the summer. However, fellow cohort Marilyn suggested the following website (http://www.edutopia.org/). I’ve been able to look it over and they provide a discussion board for many things, but for middle school teachers in particular. I think that’s fabulous! I love hearing from all teachers, but what works in other grades may not work in the mid-level. Thanks, Marilyn!
Edutopia (2010) also presents 10 tips for project learning!! I hope my fellow teachers can check it out. You may find it useful! Click here for a direct link!
I’m still taking any suggestions! Also, helpful links that you’ve used are a plus! Keep them coming!
Valerie Gerdes
MS-English
Edutopia. (2010). The George Lucas Educational Foundation. Retrieved July 27, 2010, from http://www.edutopia.org/
Thursday, July 22, 2010
Monitoring...
I didn’t realize this needed to be posted Wednesday…sorry fellow students!
To quickly restate my goals, I’m working on modeling digital age work and learning and also engaging in professional growth and leadership. I’ve discussed that finding examples of work to show students is a must. Finding quality examples of appropriate age is difficult to find and have it suit my needs. The best that I can come up with is simply showing examples that are closely related. I’m hoping that when my students begin their work, I will be able to use some of their own work as models.
As far as joining professional communities at my school, well, it’s difficult to describe. These communities seem to be an invitation only-type of thing. I’m not even sure where to start. Does anyone know of online communities that you are a part of and would recommend to fellow teachers? I’m looking for something to which I can contribute, but also receive excellent advice and information. I’m not looking for a community that is focused on complaining about mandated tests, students, parents, etc. Any help?
After reading through our material, I’m very interested in learning more about Hot Potatoes (Cennamo, Ross, Ertmer, 2009, p. 144). This software allows teachers to create quiz questions online with results being mailed to the teacher and recorded. I haven’t used this program much, but I can see this being a fun review tool for students with instant feedback. If you haven’t looked at this tool, try this website. http://hotpot.uvic.ca/index.php I’m curious, has anyone used this in their classroom before? Are there other recommendations you would make? This one is free and looks relatively easy to use, which is why I’ve posted it, but would gladly take suggestions. I will be in touch with the technology department at my school, as well as the librarian, as soon as the start of school nears. I will post any suggestions given by them.
Any help you can offer is only a bonus so don’t hold back!
Valerie Gerdes
MS-English
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.
Hot Potatoes. (2010). Half-Baked Software, Inc. Retrieved on July 22, 2010 from http://hotpot.uvic.ca/index.php
To quickly restate my goals, I’m working on modeling digital age work and learning and also engaging in professional growth and leadership. I’ve discussed that finding examples of work to show students is a must. Finding quality examples of appropriate age is difficult to find and have it suit my needs. The best that I can come up with is simply showing examples that are closely related. I’m hoping that when my students begin their work, I will be able to use some of their own work as models.
As far as joining professional communities at my school, well, it’s difficult to describe. These communities seem to be an invitation only-type of thing. I’m not even sure where to start. Does anyone know of online communities that you are a part of and would recommend to fellow teachers? I’m looking for something to which I can contribute, but also receive excellent advice and information. I’m not looking for a community that is focused on complaining about mandated tests, students, parents, etc. Any help?
After reading through our material, I’m very interested in learning more about Hot Potatoes (Cennamo, Ross, Ertmer, 2009, p. 144). This software allows teachers to create quiz questions online with results being mailed to the teacher and recorded. I haven’t used this program much, but I can see this being a fun review tool for students with instant feedback. If you haven’t looked at this tool, try this website. http://hotpot.uvic.ca/index.php I’m curious, has anyone used this in their classroom before? Are there other recommendations you would make? This one is free and looks relatively easy to use, which is why I’ve posted it, but would gladly take suggestions. I will be in touch with the technology department at my school, as well as the librarian, as soon as the start of school nears. I will post any suggestions given by them.
Any help you can offer is only a bonus so don’t hold back!
Valerie Gerdes
MS-English
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.
Hot Potatoes. (2010). Half-Baked Software, Inc. Retrieved on July 22, 2010 from http://hotpot.uvic.ca/index.php
Tuesday, July 13, 2010
Things I need...
In order to meet my goals of Modeling Digitial-Age Work and Learning and Engaging in Professional Growth and Leadership, I will require the use of experts, colleagues and updated information, whether it be from printed material or online. I believe that by taking advantage of the professional communities provided to me online here at Walden, and those provided by my district, I can maintain professional growth and leadership. My using these communities I know that I will be able to converse with those who also wish to support students by remaining current with technology and provide a supportive learning atmosphere in which to achieve these higher goals.
Before I can model digital-age work, I would need grade-level resources to show my students. I have thought of examples to provide, but most have come from my graduate work and would be well above my students’ understanding. I would like to find resources geared towards my 7th grade students so as to have examples that are readily comprehensible.
Some of the steps I have taken so far, that will be available for future classes, is providing wiki pages to my last year’s students. These examples are still online and will be a great resource to show my upcoming students so that we may build on what has already been done. My concern is that this resource isn’t quite what I wanted and would like a better example to present itself.
Working with last year’s students, I found that most had not heard of a wiki. Much time was spent on discussing appropriateness and publishing online. New examples would need to be simple and straightforward to ease the transition of this digital tool. Anyone know of examples like this? I would love to hear any ideas or comments. Please share!
Before I can model digital-age work, I would need grade-level resources to show my students. I have thought of examples to provide, but most have come from my graduate work and would be well above my students’ understanding. I would like to find resources geared towards my 7th grade students so as to have examples that are readily comprehensible.
Some of the steps I have taken so far, that will be available for future classes, is providing wiki pages to my last year’s students. These examples are still online and will be a great resource to show my upcoming students so that we may build on what has already been done. My concern is that this resource isn’t quite what I wanted and would like a better example to present itself.
Working with last year’s students, I found that most had not heard of a wiki. Much time was spent on discussing appropriateness and publishing online. New examples would need to be simple and straightforward to ease the transition of this digital tool. Anyone know of examples like this? I would love to hear any ideas or comments. Please share!
Wednesday, July 7, 2010
GAME plan
I’m thrilled to be setting up a potentially very useful plan for my classroom. I’ve been wondering when and if I’d have time to promote technology in my classroom. Also, I was puzzled how I could make it worthwhile to my students. There are numerous goals that I would like to set for my students, and myself so we must start with baby steps. Ultimately I want my students to feel at ease with the computer and not be afraid to try new things while also using technology as a learning tool, not just for socializing and sharing funny videos (although, I really enjoy those aspects!).
Two of the NETS-T (2008) standards I would like to strengthen throughout this course are Modeling Digital-Age Work and Learning and Engaging in Professional Growth and Leadership. I would like to be able to model how to work and how to learn to use technology while keeping current with its uses and applications. Technology is continuously updating and I never want to be that teacher that absolutely needs someone to come in and “just do it for me.” I will of course be open to suggestions and learning situations, but I must feel confident. As a teacher, I need to pass along current and correct information to my peers, students, parents, etc. To help with this goal is my second standard. I worry that after my master’s program is completed, keeping up-to-date with information will be more difficult without the help of a professor and mandatory assignments.
Often teachers become lax and used to what they have always done and fall into a routine. By engaging in professional learning communities and classes, I can maintain current understanding as well as how to incorporate such items into my classroom with seamless transitions, making learning effortless. To achieve these goals, as I have mentioned, classes are offered that will keep teachers updated. I can also partake in learning communities within my school as well as online and within our community.
By monitoring my learning and its usage within my classroom, I will be able to adapt these goals to suite my needs as well as make changes to achieve them. Surveying students and asking opinions of peers will also help to monitor my goals and examine progress. By using the information gathered from my students as well as observing their learning progress, I will be able to modify my plan.
To understand whether I have met my learning goals, I will be using my students’ own learning as a guide. Did my students master the content? Did what I model help them learn efficiently? Are they able to utilize digital tools effectively? Did my lesson or plans work? What do I need to work on? What strategies do I need to work on?
With this plan in mind, I have many ideas that I’d like to collaborate on with my fellow teachers. I’m interested in using technology more efficiently within my classroom.
References
National Education Standards for Teachers. (2008). Retrieved July 7, 2010, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Two of the NETS-T (2008) standards I would like to strengthen throughout this course are Modeling Digital-Age Work and Learning and Engaging in Professional Growth and Leadership. I would like to be able to model how to work and how to learn to use technology while keeping current with its uses and applications. Technology is continuously updating and I never want to be that teacher that absolutely needs someone to come in and “just do it for me.” I will of course be open to suggestions and learning situations, but I must feel confident. As a teacher, I need to pass along current and correct information to my peers, students, parents, etc. To help with this goal is my second standard. I worry that after my master’s program is completed, keeping up-to-date with information will be more difficult without the help of a professor and mandatory assignments.
Often teachers become lax and used to what they have always done and fall into a routine. By engaging in professional learning communities and classes, I can maintain current understanding as well as how to incorporate such items into my classroom with seamless transitions, making learning effortless. To achieve these goals, as I have mentioned, classes are offered that will keep teachers updated. I can also partake in learning communities within my school as well as online and within our community.
By monitoring my learning and its usage within my classroom, I will be able to adapt these goals to suite my needs as well as make changes to achieve them. Surveying students and asking opinions of peers will also help to monitor my goals and examine progress. By using the information gathered from my students as well as observing their learning progress, I will be able to modify my plan.
To understand whether I have met my learning goals, I will be using my students’ own learning as a guide. Did my students master the content? Did what I model help them learn efficiently? Are they able to utilize digital tools effectively? Did my lesson or plans work? What do I need to work on? What strategies do I need to work on?
With this plan in mind, I have many ideas that I’d like to collaborate on with my fellow teachers. I’m interested in using technology more efficiently within my classroom.
References
National Education Standards for Teachers. (2008). Retrieved July 7, 2010, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Friday, April 23, 2010
Reflection
Throughout this whole course, we’ve put together an online inquiry project for use in a classroom. I’m still not sure I’m comfortable with having my students work with an inquiry on the internet, I am certainly more likely to attempt it. I’m definitely more knowledgeable about how to get students to use the internet safely and effectively. I’ve got my foot in the door so to speak. My students and extracurricular clubs have used wikis and I’m currently helping another teacher manage his ePal. Also, a fellow teacher and I linked up and allowed students to use their cell phones (a no-no at our school) to look up answers. The response was terrific. Students had a wonderful time completing an assignment while using the technology they generally have to hide from the teacher.
The knowledge and experiences gained through this course will only help accomplish furthering my students’ experiences with technology. If I cannot grant my students the access to use the technology for themselves, I will at least bring these new ideas into my classroom. According to Richardson (2009), “learning is no longer primarily fixed in time and space; it can happen anytime and anywhere that we are connected …” (p. 28). Students desperately need this connection and know how to use it efficiently.
To develop my professional skills further, I would like to implement the online inquiry with my students and continue to build upon my skills as an educator. All the while they would learn to blog, use wikis, and possibly create videos and podcasts. The possibilities are endless.
More than anything, I would like my students to blog so as to build a community and publish student work. As November 2008) states, “blogging represents one of the many tools that pioneering teachers are using to empower students to take more responsibility of managing their work and adding value to the world” (p. 81).
References
November, A. (2008). Web literacy for educators. Thousands Oaks: Corwin Press.
Richardson, W. (2009, March). Becoming network-wise. Educational Leadership, 66(6), 26-31.
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