My GAME plan to improve in the areas of: “Facilitate and Inspire Students Learning and Creativity,” and “Engage in Professional Growth and Leadership,” is not necessary a quest that has a certain ending. This week in the learning resources, I learned more about open-ended questions and how they contribute to higher levels of thinking and creativity (Cennamo, Ross, & Ertmer, 2009). My GAME plan is kind of like an open-ended question, because every time I improve and take one step closer towards my goal, I usually discover more ways that I can improve as a teacher. I am not necessary moving closer towards the ultimate completion of my goals as I am growing as a teacher.
I am finding the resources that I need, however there are always more resources that I want. One thing that I find very useful is that instead of looking forward to stuff I do not have yet, I focus my attention on stuff that I do have and use it. This year I was lucky enough to get an Ipad to use with my class. I started off putting all my lessons plans on it as a document reader. Little by little, I began to realize it’s potential. Currently, I now use the Ipad to wirelessly control all my music in my classroom, I use it to remotely control my Keynotes, I now scan my music on it and use it at the piano, I use it as an xylophone with a xylophone app when we are short on instruments and I could go on for a while with it’s potential.
A few weeks ago, I presented to the music teachers in my district and although my presentation was not on the Ipad directly, I made sure that I shared a little blurb about how I use it and what benefits it has in a music classroom. So with just this one new technology resource, I was able to accommodate both areas in my GAME plan.
My plan is probably never going to be modified; however my course of action and learning will constantly evolve. As new technologies emerge, my techniques will change, but my constant drive to improve will hopefully remain forever.
Resources:
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.
Wednesday, November 24, 2010
Wednesday, November 17, 2010
Educationaly Technology GAME Plan Continued
The best thing about my current game plan is that the aspects of it do not involve me to go out of my way to complete. What I mean is that it is not some extra hassle that needs to be added on to my lesson in order to make it complete. Instead, the incorporation of technology to facilitate and inspire my students learning and creativity, and the process of engaging in professional growth and leadership are more like lifestyle in teaching switch. Technology has become an essential addition to the 21st century and naturally it needs to find it’s place in a classroom. I believe that walking into a classroom, we would expect to find a pencil and a paper and eventually finding computers and other forms of technology should be just as common.
I constantly engage in professional growth from a learner’s perspective as much as possible. This may involve a formal class, a professional development seminar, or even something as simple as learning from a youtube video or having lunch with a colleague and discussing classroom related rhetoric. However, anytime I am inspired with something that I created and this usually involves technology, I create a presentation for my colleagues for the next district wide staff music in-service. As Zach Chase describes everything can be archived with technology (Laureate Inc, 2009). This is essential, because everything that I teach is available to review instantly on my computer. Presenting is my way of giving back to the professional community and luckily other music teachers share this same ideology through their presentations.
The resources that I need to carry out my GAME plan involve resources that I currently have like, a class computer, my Ipad, Itunes, the Internet, a projector, etc…, the resources also include resources that I want like to have like a midi studio, more computers, a class set of Ipads, etc… and even includes resources that I’ve never heard about or that might not have even been invented yet. Basically, my main goal is to create a lesson and then ask myself “What technologies would make this lesson easier, more motivating for the students, and more successful in my classroom? “ If I do not currently have access to the technologies that I need, then I ask for them and if my request is denied, I make do with what I currently have. In today’s world, it is not necessarily what you know but whether or not you possess the creativity and knowledge to know how to find and access useful knowledge and resources.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Enriching content area learning experiences with technology, part. 1 [Motion Picture] Integrating Technology Across the Content Areas. Baltimore: Author.
I constantly engage in professional growth from a learner’s perspective as much as possible. This may involve a formal class, a professional development seminar, or even something as simple as learning from a youtube video or having lunch with a colleague and discussing classroom related rhetoric. However, anytime I am inspired with something that I created and this usually involves technology, I create a presentation for my colleagues for the next district wide staff music in-service. As Zach Chase describes everything can be archived with technology (Laureate Inc, 2009). This is essential, because everything that I teach is available to review instantly on my computer. Presenting is my way of giving back to the professional community and luckily other music teachers share this same ideology through their presentations.
The resources that I need to carry out my GAME plan involve resources that I currently have like, a class computer, my Ipad, Itunes, the Internet, a projector, etc…, the resources also include resources that I want like to have like a midi studio, more computers, a class set of Ipads, etc… and even includes resources that I’ve never heard about or that might not have even been invented yet. Basically, my main goal is to create a lesson and then ask myself “What technologies would make this lesson easier, more motivating for the students, and more successful in my classroom? “ If I do not currently have access to the technologies that I need, then I ask for them and if my request is denied, I make do with what I currently have. In today’s world, it is not necessarily what you know but whether or not you possess the creativity and knowledge to know how to find and access useful knowledge and resources.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Enriching content area learning experiences with technology, part. 1 [Motion Picture] Integrating Technology Across the Content Areas. Baltimore: Author.
Wednesday, November 10, 2010
G.A.M.E. Plan for Educational Technology
The web site for the International Society for Technology in Education (ISTE) (2008), lists 5 standards that should be applied in the classroom. The two that I want to focus on are #1 “Facilitate and Inspire Students Learning and Creativity,” and #5 “Engage in Professional Growth and Leadership.”
Dr. Katherine Cennamo describes the acronym G.A.M.E as a productive method for teachers and students to organize their learning and actions (Laureate Inc, 2009). G.A.M.E stands for set goals, take action, monitor progress, and evaluation (Laureate Inc, 2009). National standard 1 and 5 directly compliment each other because if a teacher facilitates and inspires student learning and creativity, then it will be easy to become a leader and share with a professional community about successes, and if a teacher partakes in professional growth and leadership, then they will have more tricks on how to motivate and engage their students.
My first goal is to review each of my lesson plans before I teach them and find a way to incorporate technology into my lesson so that it compliments both the curriculum and learning objectives. Technology, when added to the mix of learning, provides a powerful tool to both engage and motivate the students, as well as provide a plethora of useful information (Cennamo, Ross, Ertmer, 2009). One thing that I stress is that the technology aspect is added after the lesson plan is created. I follow the rule that Biology Teacher Tim Best suggests on how in education we teach a concept and we find technology to help us teach this content. We do not take a form of technology and try to adapt the curriculum to make it fit into the specs of the technology (Laureate, 2009). Other goals will be to model the use of technology with my students, promote growth and creativity using technology within my students, and lastly to present ideas to and learn from my professional colleagues.
The action step is basically to find ways to make my goals become a reality. I am constantly looking for ways to find technology that compliments my subject of music. Students are constantly walking around with Ipods and phones that play music. Also, software like garage band and I-tune are making manipulating and creating music possible for students in the classroom and at home without a professional recording studio. As for the professional growth and development section, I am always one of the teachers that presents to my colleagues at the musical in-services every year. I will continue to provide opportunity to share and learn from my fellow music teachers and also from my colleagues that teach other subjects who use ideas that can transfer into my music classroom.
The Monitor and Evaluation phase of the GAME strategy is the most important of all. Sometimes I think of the most creative ideas for my students and suddenly when they are put into action, they flop. Or sometimes, I think an idea is perfect, but when I try it out, I find that it needs to be adapted to the needs of my class. I teach 4 sections of 5th graders and although I am following the same lesson plan for every section, my teaching method is different for each individual class. This happens because I am constantly monitoring and evaluating the needs of my students.
Charles Lane
Resources:
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.
Laureate Education, Inc. (Executive Producer). (2009). Enriching content area learning experiences with technology, part 1 and 2. [Motion Picture] Integrating Technology Across the Content Areas. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Promoting self-directed learning with technology. [Motion Picture] Integrating Technology Across the Content Areas. Baltimore: Author.
National Education Standards for Teachers (NETS-T). (2008) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Dr. Katherine Cennamo describes the acronym G.A.M.E as a productive method for teachers and students to organize their learning and actions (Laureate Inc, 2009). G.A.M.E stands for set goals, take action, monitor progress, and evaluation (Laureate Inc, 2009). National standard 1 and 5 directly compliment each other because if a teacher facilitates and inspires student learning and creativity, then it will be easy to become a leader and share with a professional community about successes, and if a teacher partakes in professional growth and leadership, then they will have more tricks on how to motivate and engage their students.
My first goal is to review each of my lesson plans before I teach them and find a way to incorporate technology into my lesson so that it compliments both the curriculum and learning objectives. Technology, when added to the mix of learning, provides a powerful tool to both engage and motivate the students, as well as provide a plethora of useful information (Cennamo, Ross, Ertmer, 2009). One thing that I stress is that the technology aspect is added after the lesson plan is created. I follow the rule that Biology Teacher Tim Best suggests on how in education we teach a concept and we find technology to help us teach this content. We do not take a form of technology and try to adapt the curriculum to make it fit into the specs of the technology (Laureate, 2009). Other goals will be to model the use of technology with my students, promote growth and creativity using technology within my students, and lastly to present ideas to and learn from my professional colleagues.
The action step is basically to find ways to make my goals become a reality. I am constantly looking for ways to find technology that compliments my subject of music. Students are constantly walking around with Ipods and phones that play music. Also, software like garage band and I-tune are making manipulating and creating music possible for students in the classroom and at home without a professional recording studio. As for the professional growth and development section, I am always one of the teachers that presents to my colleagues at the musical in-services every year. I will continue to provide opportunity to share and learn from my fellow music teachers and also from my colleagues that teach other subjects who use ideas that can transfer into my music classroom.
The Monitor and Evaluation phase of the GAME strategy is the most important of all. Sometimes I think of the most creative ideas for my students and suddenly when they are put into action, they flop. Or sometimes, I think an idea is perfect, but when I try it out, I find that it needs to be adapted to the needs of my class. I teach 4 sections of 5th graders and although I am following the same lesson plan for every section, my teaching method is different for each individual class. This happens because I am constantly monitoring and evaluating the needs of my students.
Charles Lane
Resources:
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.
Laureate Education, Inc. (Executive Producer). (2009). Enriching content area learning experiences with technology, part 1 and 2. [Motion Picture] Integrating Technology Across the Content Areas. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Promoting self-directed learning with technology. [Motion Picture] Integrating Technology Across the Content Areas. Baltimore: Author.
National Education Standards for Teachers (NETS-T). (2008) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Wednesday, October 27, 2010
Supporting Information Literacy and Online Inquiry in the Classroom Reflection
In this constantly changing and evolving society that we live in, it is very difficult keep up. Some new gadget may be the cutting edge answer to all our problems one day and become obsolete the next. Successful corporations spend millions and even billion of dollars to make sure that they have the newest cutting edge technology that will ensure their survival. Public education institutions do not have this same source of financial influence, so how can we prepare our students for a world that is always one step ahead. As David Warlick says, the answer is that it is not about the technology (Laureate Inc, 2009). This discovery is a striking revelation for me as a teacher. In my classroom, I have an iPad, a Smartboard, I use wireless technology and yes they simplify my teaching, but it is true that it is not about the technology, but it is how we use the tools available to us. The Internet is available to the majority of the students and the secret to teaching this new literacy is finding a way to make connections apply them to the curriculum. For instance a blogging assignment with a writing prompt turns a writing assignment into a communication assignment that connects the students together and may even motivate the students to want to write and learn more (Laureate Inc, 2009).
The knowledge and experience that I gained through this course will help me grow as a teacher. One of the main things that I learned is that a formal assessment is not just a way to find a grade for students, but it should serve as a way to help the students to self-reflect on themselves as a learner (Eagleton & Dobler, 2007). As a music teacher I am constantly assessing the students and trying to find ways to help them be more creative and self-efficient. I view a master teacher as a lifetime student and Eagleton and Dobler support this hypothesis by saying a master teacher is always engaging in an ongoing process of self-reflection and we are constant changing and evolving with the needs of our students (Eagleton & Dobler, 2007).
One of my main professional goals as a music teacher is to find more ways to bring inquiry learning and technology into my class. I could sit around and make excuses about how I do not have access to the computer lab with my students, or that I only see them once every six days for 50 minutes at a time, but the real attitude is that every little step in the right direction makes a difference. I may not be able to work through a complete inquiry, technology based project with my student, but I can use the skills that acquired in this course, apply them, and make a difference in their lives. As for a step-by-step plan to commence this goal, my self-reflections tell me that I need to take baby steps and make the change one small step at time.
References:
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry (pp 28-49, 73, 74, 76). New York: The Guilford Press.
Laureate Education, Inc. (Executive Producer). (2009). It’s not about the technology [Motion Picture] Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.
The knowledge and experience that I gained through this course will help me grow as a teacher. One of the main things that I learned is that a formal assessment is not just a way to find a grade for students, but it should serve as a way to help the students to self-reflect on themselves as a learner (Eagleton & Dobler, 2007). As a music teacher I am constantly assessing the students and trying to find ways to help them be more creative and self-efficient. I view a master teacher as a lifetime student and Eagleton and Dobler support this hypothesis by saying a master teacher is always engaging in an ongoing process of self-reflection and we are constant changing and evolving with the needs of our students (Eagleton & Dobler, 2007).
One of my main professional goals as a music teacher is to find more ways to bring inquiry learning and technology into my class. I could sit around and make excuses about how I do not have access to the computer lab with my students, or that I only see them once every six days for 50 minutes at a time, but the real attitude is that every little step in the right direction makes a difference. I may not be able to work through a complete inquiry, technology based project with my student, but I can use the skills that acquired in this course, apply them, and make a difference in their lives. As for a step-by-step plan to commence this goal, my self-reflections tell me that I need to take baby steps and make the change one small step at time.
References:
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry (pp 28-49, 73, 74, 76). New York: The Guilford Press.
Laureate Education, Inc. (Executive Producer). (2009). It’s not about the technology [Motion Picture] Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.
Friday, June 25, 2010
Reflection: Technology and my Learning Theory
Eight weeks ago I reflected on my personal theory of learning based on observations of theorist B.F. Skinner, Howard Garner, brain research, and most of all my personal experiences of teaching and learning. Howard Gardner believes that each and every person possesses a total of nine distinct intelligences and depending on the person, some are more dominant than others (Lever-Duffy & McDonald, 2008). B.F. Skinner believes that students will learn to perform tasks correctly when positive reinforcement is used(Lever-Duffy & McDonald, 2008). Dr. Patricia Wolf in regards to brain research says that learning takes place when meaningful connections are formed within the brain (Laureate Inc, 2009). Personally I believe that all of these theories are correct and when placed together spell out the formula on how learning takes place. After eight weeks of my class, “Bridging Learning Theory, Instruction, and Technology,” at Walden University, I realized that I would not make any modifications to my personal learning theory, because this learning theory is based off of the overall process and differences that exist within the learning process. What I did learn throughout this course was how to effectively use technology and other techniques on how to better implement strategies on how to teach toward this personal learning theory of mine.
We live in the age of Technology and I believe technology should be a huge instructional tool within the 21st century classroom. Dr. Orey talks about an instructional tool vs a learning tool (Laureate, 2009). One change that that I would make is to try to find a way to transfer as many of my instructional tools into learning tools. Students learn better when they can physical touch something and interact, rather than just sitting back and listening to a lecture. One piece of technology that I use all the time is my SMARTboard. When I first started using the SMARTboard six years ago, I used it primary as an instructional tool, because I thought it would take to much time out of the class to teach the students how to manipulate it and I did not want it to get broken. Over the years, I realized that the purpose of having technology in the class is so the students can use it and they should be able to interact and experience it. One of my long range goals is to take all of my SMARTboard files and adapt them into student centered learning tools.
Another long term goal that I have in regards to technology in my classroom, is to take more advantage of the resources I have available to me. In my utopian classroom, every child would have a macbook pro equipped with, “Music Maestro,” “finale,” “garage band,” and other various music software. Now I could complain about how I do not have the necessary resources, or I can take advantage of what I do have. I have a SMARTboard, two extra PCs, and I’m getting 2 iPads next year. There are lots that can be accompmlished with this technology. I’ll keep asking my administration for more, but I will work with what I have. The key to implementing this strategy is to take baby steps along the way. A teacher is not only a teacher, but is also a learner, and I believe there is a lot to be learned with and from my students.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Brain research and learning: Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Technology: Instructional Tool vs. Learning Tool: Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Understanding the brain: Bridging learning theory, instruction, and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
We live in the age of Technology and I believe technology should be a huge instructional tool within the 21st century classroom. Dr. Orey talks about an instructional tool vs a learning tool (Laureate, 2009). One change that that I would make is to try to find a way to transfer as many of my instructional tools into learning tools. Students learn better when they can physical touch something and interact, rather than just sitting back and listening to a lecture. One piece of technology that I use all the time is my SMARTboard. When I first started using the SMARTboard six years ago, I used it primary as an instructional tool, because I thought it would take to much time out of the class to teach the students how to manipulate it and I did not want it to get broken. Over the years, I realized that the purpose of having technology in the class is so the students can use it and they should be able to interact and experience it. One of my long range goals is to take all of my SMARTboard files and adapt them into student centered learning tools.
Another long term goal that I have in regards to technology in my classroom, is to take more advantage of the resources I have available to me. In my utopian classroom, every child would have a macbook pro equipped with, “Music Maestro,” “finale,” “garage band,” and other various music software. Now I could complain about how I do not have the necessary resources, or I can take advantage of what I do have. I have a SMARTboard, two extra PCs, and I’m getting 2 iPads next year. There are lots that can be accompmlished with this technology. I’ll keep asking my administration for more, but I will work with what I have. The key to implementing this strategy is to take baby steps along the way. A teacher is not only a teacher, but is also a learner, and I believe there is a lot to be learned with and from my students.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Brain research and learning: Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Technology: Instructional Tool vs. Learning Tool: Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Understanding the brain: Bridging learning theory, instruction, and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Saturday, June 5, 2010
VoiceThread for Music
This a VoiceThread that I created that will help me solve one of the major issues that I deal with when teaching recorders in my music class.
http://voicethread.com/share/1192089/
http://voicethread.com/share/1192089/
Wednesday, June 2, 2010
Technology and Social Learning Theories
Social learning theories deal with how students learn through interaction with each other (Laureate Inc, 2009). There are many benefits to a social learning theory, such as they promote social interaction, they build social networks, students feel safer because they have a group to rely on, grades increase, and working in a group provides instant feedback (Kim, 2001). Personally, the main benefit that I can see is how social learning prepares the children for their future. They need to work on class projects that are similar to the way adults perform tasks in real life.
The book, Using Technology with Classroom Instruction that Works (2007) explores many resources that directly correlates to the learning theories. For instance, the first resource from the chapter, “Cooperative Learning,” is about creating a multimedia video to present to the class. Making a video requires a lot of organization, preparation, and the many components call for a collaborate team to complete. Through this process of collaboration, the students will be engaged, they will work together, they will receive constant feedback from one another, they have a team to rely on, and they will gain a higher depth of knowledge about the actual presented material.
Other resources from the book include interactive games, web quests, website creation, and even something as simple as ichat or Skype. I think that it is amazing that students can essential collaborate face to face via Skype without having to leave their house. When I was in school, the teachers shied away from collaborative projects that were not completed exclusive within the school day because if I needed to meet with a peer after school, my parents had to drive me to his/her house. Now imagine the luxury of just turning on a computer at a given time and collaborating face to face with multiple members of your group. The possibilities are endless.
Resources:
Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Laureate Education Inc. (Producer). (2009). Social learning theory [Motion Picture]. Bridging learning theory, instruction, and technology Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The book, Using Technology with Classroom Instruction that Works (2007) explores many resources that directly correlates to the learning theories. For instance, the first resource from the chapter, “Cooperative Learning,” is about creating a multimedia video to present to the class. Making a video requires a lot of organization, preparation, and the many components call for a collaborate team to complete. Through this process of collaboration, the students will be engaged, they will work together, they will receive constant feedback from one another, they have a team to rely on, and they will gain a higher depth of knowledge about the actual presented material.
Other resources from the book include interactive games, web quests, website creation, and even something as simple as ichat or Skype. I think that it is amazing that students can essential collaborate face to face via Skype without having to leave their house. When I was in school, the teachers shied away from collaborative projects that were not completed exclusive within the school day because if I needed to meet with a peer after school, my parents had to drive me to his/her house. Now imagine the luxury of just turning on a computer at a given time and collaborating face to face with multiple members of your group. The possibilities are endless.
Resources:
Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Laureate Education Inc. (Producer). (2009). Social learning theory [Motion Picture]. Bridging learning theory, instruction, and technology Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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