The GAME plan process helped keep me focused on specific NETS-T goals regarding technology integration into the mathematics classroom. Often math is overlooked as being more paper and pencil work, but throughout the weeks I found websites and technology software to help with instruction. The interactive website for Percent Shopping including the internet activity and middle school resource for collaborative project ideas provided authentic learning experiences for students.
The reflection process of the GAME plan allowed for a realistic look at the progress made with the curriculum and integration. It addressed moving forward and improving my professional development to assist others in the building with technology. One way is collaborating through a multiple class math project with another teacher in the building. The technology allows for collaboration between students and information, but I realized the wiki also helps collaboration with other teachers. The digital resources of using a wiki or blog give students practical experience and exploration with mathematical concepts that would be difficult to address (Cennamo, Ross & Ertmer, 2009). The instruction and learning of math curriculum changed throughout the GAME plan as it moved toward a community of learners who can connect with real world applications by applying technology and reflecting on what was learned.
A few ways technology will impact my classroom is by developing critical, creative and collaborative learners. One immediate impact is the use of an interactive glossary for geometry terms in the next chapter. Students will provide written explanations of terms along with a video clip or image of an appropriate example. The activity gives students the opportunity to be creative and solve problems while working together with digital media. The detailed video will be added to Teacher Tube.
Another way of technology integration as a result of this course is the real world math examples that students can share with written steps and drawings or video. Students are often intrigued by skateboards, so finding the mathematical description for speed and incline to jump a specific distance would be a practical application and motivate them to learn the formula.
The final results from learning throughout this course are reflection on assessments and what students’ needs are in the classroom. Technology allows for an organized and quicker method to gather data in a formative or summative assessment either through handheld devices, software graphing or parent communication through a class website or email (Laureate Education, Inc., 2009). It also provides a way for students to demonstrate understanding of a recipe and fractions without a kitchen. Technology changes instruction by teachers being able to address students’ needs through individualized learning (Cennamo, Ross & Ertmer, 2009). The integration of multimedia tools benefits students by giving them support with text at their level, visual assistance or with auditory information. These different tools would be challenging to provide students with on a regular basis in the classroom if technology wasn’t available. The spotlight throughout this course has been on technology. It has helped be become a better teacher through the participation in this blog, the wiki project and class discussions in this course. I can’t wait for my students to have these same experiences in their classroom.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education Inc. (Executive Producer). (2009). Ertmer, P., Program: 3 Enriching Content Area Learning Experiences With Technology. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
Friday, February 26, 2010
Wednesday, February 17, 2010
Using the GAME Plan Process with Students
As I reflect on the GAME plan process, it helped me stay focused and identify specific standards in relation to technology and education. The process strengthened my understanding of digital citizenship and designing innovative math lessons. The feedback from colleagues helped guide and clarify the process along with evaluating the progress throughout the weeks. The process is a skill that students need to be taught for success in the classroom. According to Cennamo (2009), “teaching students the GAME plan process will support self directed learning in the classroom.” Students learn to set goals, plan their actions, monitor their actions and evaluate their progress.
To facilitate the learning of the National Standards for Students (NETS-S) in the classroom, the GAME plan is an effective way. The standards are selected and students can identify a particular standard of interest or as a class they can identify a group goal. After the goal is selected students can brainstorm some ways to put the plan into action. One of the first goals to address could be digital citizenship, so students understand cultural and social issues related to technology (5.a), including the practice of safe, legal and responsible use of information. As they communicate and collaborate through digital media with mathematics. One website that has been helpful in providing safe websites for parents and students is Digital Resources. This provides students and parents with updated issues regarding technology. As students become more aware of their actions and locate other resources. It is time to monitor their actions, by participating in a class blog or wiki to display what they have learned about the standard. The blog and wiki become the assessment of students’ understanding and they can receive peer feedback to monitor their attitude towards technology. The last part of the process involves student evaluation and using a digital assignment such as a class blog or wiki gives students a clear understanding of where they were in the beginning to the progress made throughout the year. As students complete the GAME plan it will be important for them to address other standards and make changes as needed.
The National Educational Technology Standards for teachers (NETS-T) mirrors the students’ standards, so as teachers make a conscious effort to meet their goals. Students can attain their own technology standards in the classroom. The important concept is to make students aware of what they need to learn and they can encourage technology usage and develop ideas in the curriculum, too. The standards enable teachers to meet curricular standards and support students’ interests, creativity and motivation to learn in the classroom through authentic instruction (Cennamo, Ross & Ertmer, 2009). It will become more student-centered and less teacher-centered, as students develop their own GAME plans and start asking thought-provoking questions.
Heather
MS-Math
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education Inc. (Executive Producer). (2009). Cennamo, K., Program: 2 Enriching Content Area Learning Experiences With Technology. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
To facilitate the learning of the National Standards for Students (NETS-S) in the classroom, the GAME plan is an effective way. The standards are selected and students can identify a particular standard of interest or as a class they can identify a group goal. After the goal is selected students can brainstorm some ways to put the plan into action. One of the first goals to address could be digital citizenship, so students understand cultural and social issues related to technology (5.a), including the practice of safe, legal and responsible use of information. As they communicate and collaborate through digital media with mathematics. One website that has been helpful in providing safe websites for parents and students is Digital Resources. This provides students and parents with updated issues regarding technology. As students become more aware of their actions and locate other resources. It is time to monitor their actions, by participating in a class blog or wiki to display what they have learned about the standard. The blog and wiki become the assessment of students’ understanding and they can receive peer feedback to monitor their attitude towards technology. The last part of the process involves student evaluation and using a digital assignment such as a class blog or wiki gives students a clear understanding of where they were in the beginning to the progress made throughout the year. As students complete the GAME plan it will be important for them to address other standards and make changes as needed.
The National Educational Technology Standards for teachers (NETS-T) mirrors the students’ standards, so as teachers make a conscious effort to meet their goals. Students can attain their own technology standards in the classroom. The important concept is to make students aware of what they need to learn and they can encourage technology usage and develop ideas in the curriculum, too. The standards enable teachers to meet curricular standards and support students’ interests, creativity and motivation to learn in the classroom through authentic instruction (Cennamo, Ross & Ertmer, 2009). It will become more student-centered and less teacher-centered, as students develop their own GAME plans and start asking thought-provoking questions.
Heather
MS-Math
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education Inc. (Executive Producer). (2009). Cennamo, K., Program: 2 Enriching Content Area Learning Experiences With Technology. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
Wednesday, February 10, 2010
The GAME Plan- Revising The Plan
As I review the NETS-T standards of promoting and supporting a creative and innovative use of technology in the classroom (1. a) and modeling digital citizenship and responsibility (4. c). I have learned so far that applying a diverse approach to instruction meets students’ needs in understanding mathematical concepts. The use of interactive websites and hands on material engages the students in the learning and motivates them to work harder. By modeling digital citizenship in the classroom, using a wiki shows students to think differently about the internet and possibilities. It incorporates collaborative thinking and social interaction from a diverse student population along with a respect of information found online. Students start to care about others and their intellectual property or ideas.
The goals I am still working on are becoming better equipped with technology and ideas for using it in the classroom. To prompt stronger student discussions using a class blog has helped and is a resource for students to start thinking about a question or concept (Cennamo, Ross & Ertmer, 2009). While working on my lesson plan this week, I found a website for educational networking for math concepts Online Math Resource designed for middle school students. This website provides a perfect opportunity to join and interact with other teachers around the world giving students an authentic audience to give and receive feedback (Laureate Education, Inc., 2009). It also provides me with proven online collaborative projects and a resource for developing other ideas.
Based on the NETS-T goals, another standard that I would like to participate in is engaging in professional growth and leadership in my school and professional community (5. d). As technology is an effective and vital tool to teaching, others in the teaching profession need to be aware of the possibilities. Using facebook as an option for reaching a large population and working with other professionals to solve complex problems or receive ideas is a goal that I would want to achieve to become a better teacher. Then taking my knowledge and sharing it with others in my building, so students have a better middle school experience compared to traditional textbook teaching. This standard becomes my next goal to modeling and implementing technology in my profession.
The learning approach for my next goal includes supporting learning by doing. Technology provides a powerful tool to represent information in an audio, visual and video form. Technology gives students access to people and resources or locations that would be impossible to get without it (Cennamo, Ross & Ertmer, 2009). It provides students with a meaningful learning experience and gives them time to reflection on what was learned. As a teacher, it is valuable to model this approach to learning and show others the aspect of trying new ideas in the classroom.
Heather
MS-Math
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education Inc. (Executive Producer). (2009). Davis, V., Program: 10 Enriching Content Area Learning Experiences With Technology. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
The goals I am still working on are becoming better equipped with technology and ideas for using it in the classroom. To prompt stronger student discussions using a class blog has helped and is a resource for students to start thinking about a question or concept (Cennamo, Ross & Ertmer, 2009). While working on my lesson plan this week, I found a website for educational networking for math concepts Online Math Resource designed for middle school students. This website provides a perfect opportunity to join and interact with other teachers around the world giving students an authentic audience to give and receive feedback (Laureate Education, Inc., 2009). It also provides me with proven online collaborative projects and a resource for developing other ideas.
Based on the NETS-T goals, another standard that I would like to participate in is engaging in professional growth and leadership in my school and professional community (5. d). As technology is an effective and vital tool to teaching, others in the teaching profession need to be aware of the possibilities. Using facebook as an option for reaching a large population and working with other professionals to solve complex problems or receive ideas is a goal that I would want to achieve to become a better teacher. Then taking my knowledge and sharing it with others in my building, so students have a better middle school experience compared to traditional textbook teaching. This standard becomes my next goal to modeling and implementing technology in my profession.
The learning approach for my next goal includes supporting learning by doing. Technology provides a powerful tool to represent information in an audio, visual and video form. Technology gives students access to people and resources or locations that would be impossible to get without it (Cennamo, Ross & Ertmer, 2009). It provides students with a meaningful learning experience and gives them time to reflection on what was learned. As a teacher, it is valuable to model this approach to learning and show others the aspect of trying new ideas in the classroom.
Heather
MS-Math
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education Inc. (Executive Producer). (2009). Davis, V., Program: 10 Enriching Content Area Learning Experiences With Technology. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
Wednesday, February 3, 2010
The GAME Plan- Evaluating Your Progress
As I continue to work towards my GAME plan it is clear that a conscious effect needs to be made to constantly seek new information. The effectiveness of my actions ran into a few issues due to technology limits by students at home and approval by administration. The main access the class has to technology is my teacher computer or a lab that is booked mainly by a career and computer class. My principal likes the idea and is behind the initiative of creating a class site that students can collaborate and share ideas. The support definitely leads me to think that it will work out.
After our graduate wiki was set up, the tutorials sent to my email helps build my confidence in the potential of implementing one in the classroom through Wiki Help. There are many ideas to improve and create other options for students to show what they know. I have learned that you can add audio and video to the page and a calendar to keep students current on when assignments are due. The discussion tab is one aspect of a wiki that I think will improve students’ learning, because it provides a good way for students to reflect on what has happened or to negotiate with each other (Richardson, 2009).
I still need to learn to show students what it means to be a part of a process. Being a part of a wiki and showing the enthusiasm for working together to create information as a group. Sometimes teachers work in their rooms and are busy getting the daily tasks done that little collaboration takes place until the one in-service day or meeting where some group effort needs to happen to accomplish a goal. The wiki takes the time issue away, so I am looking forward to collaborating with other teachers through our lesson plans. It is great to have some other insight into a lesson. Some additional questions come from helping students grasp and interact with different representations, such as diagrams or graphs including percents. They have the concept of percents and discounts, but being able to graphically represent the increase in costs of items over time is missing. The further exploration of the concept is necessary for students to actually understand the material. The other thought is tools that are too complex can also present a problem for students with no background experience, so balancing this issue seems challenging (Cennamo, Ross & Ertmer, 2009).
The focus needs to remain on adjusting to the needs of my students for the digital world and engaging them in technology to improve their understanding of mathematical concepts. The idea of using problem based learning as a way to challenge the students in their understanding of percents should promote high order thinking skills, so this will be my next step along with improving my skills using a wiki.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Richardson, W. (2009). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
After our graduate wiki was set up, the tutorials sent to my email helps build my confidence in the potential of implementing one in the classroom through Wiki Help. There are many ideas to improve and create other options for students to show what they know. I have learned that you can add audio and video to the page and a calendar to keep students current on when assignments are due. The discussion tab is one aspect of a wiki that I think will improve students’ learning, because it provides a good way for students to reflect on what has happened or to negotiate with each other (Richardson, 2009).
I still need to learn to show students what it means to be a part of a process. Being a part of a wiki and showing the enthusiasm for working together to create information as a group. Sometimes teachers work in their rooms and are busy getting the daily tasks done that little collaboration takes place until the one in-service day or meeting where some group effort needs to happen to accomplish a goal. The wiki takes the time issue away, so I am looking forward to collaborating with other teachers through our lesson plans. It is great to have some other insight into a lesson. Some additional questions come from helping students grasp and interact with different representations, such as diagrams or graphs including percents. They have the concept of percents and discounts, but being able to graphically represent the increase in costs of items over time is missing. The further exploration of the concept is necessary for students to actually understand the material. The other thought is tools that are too complex can also present a problem for students with no background experience, so balancing this issue seems challenging (Cennamo, Ross & Ertmer, 2009).
The focus needs to remain on adjusting to the needs of my students for the digital world and engaging them in technology to improve their understanding of mathematical concepts. The idea of using problem based learning as a way to challenge the students in their understanding of percents should promote high order thinking skills, so this will be my next step along with improving my skills using a wiki.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Richardson, W. (2009). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Wednesday, January 27, 2010
GAME Plan- Monitoring Your Progress
At this point in my GAME Plan, I am still working on learning more about using a wiki in the classroom. I haven’t been able to collaborate with other teachers, because of time constraints and scheduling. To modify this resource, I looked ahead and saw that a wiki will be incorporated for our lesson plan application, and I accessed resources online about help for teachers with creating a wiki in the classroom. The visual power point presentation was extremely helpful Wiki Help for Teachers.
I have learned so far that the idea of incorporating more technology into the math classroom is vital to motivating and preparing students. The eighth graders have been talking about the one high school in the area that is focused on technology. Some students have friends and relatives that attend a high school where all work is done online and each student has their own laptop. The question becomes the monitoring of the site and making sure students have enough access to participate online. Students are eager and curious, but can struggle using the technology correctly. I guess the help that I need are suggestions for keeping students safe and working on the given assignment and helping those students who lack knowledge or access with technology.
As for locating other online resources to assist students with their understanding and to give students options on the assessment of content knowledge, I have signed the students up for the computer lab and had students create their own online shopping experience. I am still searching for a simulation for percentages, but have found other simulations for later in the year. The idea of selecting a simulation software benefits students and the teacher by recording the choices they make on a given activity and analyzed for judgments made by students after the completion of the project (Cennamo, Ross & Ertmer, 2009).
The activity I had students participate in to show knowledge of percents and discounts provided the opportunity to utilize technology skills. Students were given a list of stores or websites to access and then selected items or completed an Excel spreadsheet with a limit of $100 to spend using online coupons. This activity went well and students were completely engaged in the process with an added bonus of a reward the next day for the pair that were closest and did not go over the limit. The spreadsheet was then emailed and I checked the assignment later. It worked quite well and the students commented on the convenience of using the technology and I enjoyed the paperless trail of work. The GAME plan is working but time and energy needs to be focused on this one experience when there is so much more to do. Ertmer (2009) stated “the supportive culture of education can be teachers willing to take risks and other teachers being willing to work together.” This idea in mind working with others to build on lessons with technology allows next year to be more successful and the lesson after it.
Heather
MS-Math
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education Inc. (Executive Producer). (2009). Ertmer, P., Program: 2. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
I have learned so far that the idea of incorporating more technology into the math classroom is vital to motivating and preparing students. The eighth graders have been talking about the one high school in the area that is focused on technology. Some students have friends and relatives that attend a high school where all work is done online and each student has their own laptop. The question becomes the monitoring of the site and making sure students have enough access to participate online. Students are eager and curious, but can struggle using the technology correctly. I guess the help that I need are suggestions for keeping students safe and working on the given assignment and helping those students who lack knowledge or access with technology.
As for locating other online resources to assist students with their understanding and to give students options on the assessment of content knowledge, I have signed the students up for the computer lab and had students create their own online shopping experience. I am still searching for a simulation for percentages, but have found other simulations for later in the year. The idea of selecting a simulation software benefits students and the teacher by recording the choices they make on a given activity and analyzed for judgments made by students after the completion of the project (Cennamo, Ross & Ertmer, 2009).
The activity I had students participate in to show knowledge of percents and discounts provided the opportunity to utilize technology skills. Students were given a list of stores or websites to access and then selected items or completed an Excel spreadsheet with a limit of $100 to spend using online coupons. This activity went well and students were completely engaged in the process with an added bonus of a reward the next day for the pair that were closest and did not go over the limit. The spreadsheet was then emailed and I checked the assignment later. It worked quite well and the students commented on the convenience of using the technology and I enjoyed the paperless trail of work. The GAME plan is working but time and energy needs to be focused on this one experience when there is so much more to do. Ertmer (2009) stated “the supportive culture of education can be teachers willing to take risks and other teachers being willing to work together.” This idea in mind working with others to build on lessons with technology allows next year to be more successful and the lesson after it.
Heather
MS-Math
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education Inc. (Executive Producer). (2009). Ertmer, P., Program: 2. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
Wednesday, January 20, 2010
GAME Plan- Resources
The process of developing my GAME plan to integrate technology into the classroom involves several resources. To carry out the plan, I would need to collaborate with the other math teacher to include her class in the wiki. My colleague has worked on a wiki before and had her algebra class collaborate with another class in our school district on a project involving making tables to solve problems and then analyzing the data that was collected. Another resource to explore is more websites that vary in tasks to complete the lesson on percents (markup and discount or percent of change).
One step I have taken so far is locating other online resources for students to practice the math concepts and approach teaching them through a different method. One additional website I found integrated written problems about real world situations (http://www.purplemath.com/modules/percntof2.htm). Students can write their own after working through the examples. This task challenges student to take the information learned and apply it to their lives. The PurpleMath forum also gives students a resource for help after school.
Another step I have taken so far is looking over the wiki created by another math teacher in my building. This wiki was helpful in addressing some challenges with the task, by making sure all students participate in some way. The assessment for the task can be difficult so collecting informal data throughout from students helped with the grading. A method described in the text incorporates the KWHL chart, so students can complete the information on the math topic and give feedback on what students know and still want to learn as a guide for the lesson (Cennamo, Ross & Ertmer, 2009).
The additional information I would need is more confidence with creating a wiki and possibly working on one with another colleague and our classes. I have only participated in two wikis before and still feel unsure of the process. I would need more time to search online for a variety of resources, to meet the needs of all my students’ learning whether technology or non-technology based activities. It could be activities centered on additional practice with the steps to solve a percent problem or to supplement the instruction.
Heather
MS-Math
Reference
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Stapel, Elizabeth. "'Percent of' Word Problems: Markup and Markdown Examples." Purplemath. Retrieved from http://www.purplemath.com/modules/percntof2.htm.
One step I have taken so far is locating other online resources for students to practice the math concepts and approach teaching them through a different method. One additional website I found integrated written problems about real world situations (http://www.purplemath.com/modules/percntof2.htm). Students can write their own after working through the examples. This task challenges student to take the information learned and apply it to their lives. The PurpleMath forum also gives students a resource for help after school.
Another step I have taken so far is looking over the wiki created by another math teacher in my building. This wiki was helpful in addressing some challenges with the task, by making sure all students participate in some way. The assessment for the task can be difficult so collecting informal data throughout from students helped with the grading. A method described in the text incorporates the KWHL chart, so students can complete the information on the math topic and give feedback on what students know and still want to learn as a guide for the lesson (Cennamo, Ross & Ertmer, 2009).
The additional information I would need is more confidence with creating a wiki and possibly working on one with another colleague and our classes. I have only participated in two wikis before and still feel unsure of the process. I would need more time to search online for a variety of resources, to meet the needs of all my students’ learning whether technology or non-technology based activities. It could be activities centered on additional practice with the steps to solve a percent problem or to supplement the instruction.
Heather
MS-Math
Reference
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Stapel, Elizabeth. "'Percent of' Word Problems: Markup and Markdown Examples." Purplemath. Retrieved from http://www.purplemath.com/modules/percntof2.htm.
Thursday, January 14, 2010
The GAME Plan
As a professional, the goal would be to increase technology usage to promote and support learning in the mathematical classroom and model digital-age work and learning. This involves practical and effective digital media being implemented in lessons to engage students in the curriculum. The real concern is the creation of lessons that can be modified to present students with challenging problems to solve. That is applicable to their lives. One site that teaches students to be better consumers is Percent Shopping. The activity teaches student to understand percent markup and discount in a game format.
Technology in the classroom allows students to collaborate with others and clarify their thinking by sharing the creative process. I would be interested in creating a wiki for students to post questions and collectively work on a given lesson. The access this link would provide parents support at home to help with assignments and tutorials to explain lessons, but created by students. Giving students’ ownership of their learning can be essential to providing that extra motivation to participate in class.
Technology gives students confidence to learn new skills and continually increase knowledge of programs and software. To be effective as an educator, we need to learn to create blogs, podcasts and wikis to present to students. This technology increases my network of professionals to access and discuss issues. It enhances students’ learning and allows students to work with others outside the classroom walls. It provides the connection students will encounter in the workplace.
The opportunity technology presents is the continuous work on projects throughout the year and not just over a few weeks. This paperless trail helps with monitoring students’ progress and creative use of technology to solve authentic problems. To determine the success of technology in the classroom the use of data and reflection on learning goals will be helpful (Cennamo, Ross & Ertmer, 2009). Data can be collected through problem solving examples and assessment software linked to progress for individuals.
Technology affects the classroom from being teacher-centered to a more effective way of focusing on the students (Laureate Education Inc., 2009). The teacher should prepare students not just for high school success, but for the rest of their lives through enriched activities in multiple digital formats. Teaching changes when incorporating technology, because it allows students to be self-directed learners. Usually students are tested on skills that should be mastered by an individual. Instead they can work with peers and create stories, websites, and projects over periods of time for others to read and provide feedback. My mindset has changed from being the answer person in the room, to facilitating students to find and solve problems using different strategies on the Web. Students become involved in projects they care about and not just something presented in a textbook. Establishing these NETS-T goals in the classroom increases student knowledge and understanding while challenging the teacher to continually seek ways to connect the global and digital society with the classroom.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education Inc. (Executive Producer). (2009). Ertmer, P., Program: 3 Enriching Content Area Learning Experiences With Technology. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
Technology in the classroom allows students to collaborate with others and clarify their thinking by sharing the creative process. I would be interested in creating a wiki for students to post questions and collectively work on a given lesson. The access this link would provide parents support at home to help with assignments and tutorials to explain lessons, but created by students. Giving students’ ownership of their learning can be essential to providing that extra motivation to participate in class.
Technology gives students confidence to learn new skills and continually increase knowledge of programs and software. To be effective as an educator, we need to learn to create blogs, podcasts and wikis to present to students. This technology increases my network of professionals to access and discuss issues. It enhances students’ learning and allows students to work with others outside the classroom walls. It provides the connection students will encounter in the workplace.
The opportunity technology presents is the continuous work on projects throughout the year and not just over a few weeks. This paperless trail helps with monitoring students’ progress and creative use of technology to solve authentic problems. To determine the success of technology in the classroom the use of data and reflection on learning goals will be helpful (Cennamo, Ross & Ertmer, 2009). Data can be collected through problem solving examples and assessment software linked to progress for individuals.
Technology affects the classroom from being teacher-centered to a more effective way of focusing on the students (Laureate Education Inc., 2009). The teacher should prepare students not just for high school success, but for the rest of their lives through enriched activities in multiple digital formats. Teaching changes when incorporating technology, because it allows students to be self-directed learners. Usually students are tested on skills that should be mastered by an individual. Instead they can work with peers and create stories, websites, and projects over periods of time for others to read and provide feedback. My mindset has changed from being the answer person in the room, to facilitating students to find and solve problems using different strategies on the Web. Students become involved in projects they care about and not just something presented in a textbook. Establishing these NETS-T goals in the classroom increases student knowledge and understanding while challenging the teacher to continually seek ways to connect the global and digital society with the classroom.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education Inc. (Executive Producer). (2009). Ertmer, P., Program: 3 Enriching Content Area Learning Experiences With Technology. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
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