My GAME plan goals are to:
1.
Have a technology-rich classroom. I want to be able to
incorporate technology where it best fits the curriculum needs.
2.
I want to reach all students (with the help of technology).
3.
Create a student-centered atmosphere in my classroom, giving
them 21st century skills to learn and use.
This week’s discussion on the Universal Design for learning
(UDL) was a perfect tie in to my second goal. Cennamo, Ross, and Ertmer (2009)
describe UDL as removing the barriers that get in the way of students
learning. According to John Ross
(Laureate Education, Inc, 2012a), teachers need to have flexibility in their
classroom to meet the needs of all the students. I now have some tools and information,
so I can begin to create the best learning experience for each student. I need
to continue to build on this information. I need to take a lesson and start by
making one adaptation. I need to try it out. Then I need to continue to add
more. I need to reflect on each experience- noting what went well and what I or
my students struggled with during the lessons. I have to remember to take baby
steps. If I try to change everything all at once I will probably fail. I need
to continue to explore more resources about UDL and differentiation. I need to
have more flexibility and more choices. Other than the resources given for this
week’s class, does anyone have any good sources that give ideas on how to
implement UDL or differentiation strategies?
To work on goal number one, I created a blog for each one of my
students. I am currently working on creating an Acceptable Use Policy and then
will start implementing posting to the blogs next week. My school has an
Acceptable Use Policy, but it is outdated and needs improving. I will start by
using the blogs to post their work (like writing pieces), but eventually I will
start using them for critical thinking and deeper discussions for subjects like
social studies and reading. If I am working on goal number two, then goal
number one will naturally come. Technology is a great way to incorporate UDL
into my classroom. If the blogs go well, I want to work on incorporating Voice
Thread or Digital Storytelling next.
All three of my goals go hand-in-hand. If I am giving more choices
and incorporating more technology then I am also starting to achieve a
student-centered classroom. I need to continue to model, but if I use
technology as I teaching tool less lecturing can start taking place. I need to
give my students the skills they need to learn how to explore, question, and
create. I need to instill goals into my students and remind them of the goal
they are attempting to reach.
What’s next? Confidence and baby steps. More research. Finding
colleagues or peers that can support and encourage my endeavor. I need to
balance my time more, which is my biggest struggle right now. I cannot ever
seem to catch up. I am either grading papers or working on master’s work, so I
cannot seem to find the quality time to create lessons that provide the variety
of choices my students need. Any suggestions on how to make this work? I also
need to remember what Tim Best (Laureate Education, Inc, 2012b) said, that I
should not use technology just to use technology- it needs to fit into the
content. I cannot force it to fit the curriculum.
My one fear is that every time I bring out technology with my
current class, they get so excited that they become unruly. The goal is lost.
How can I keep their focus and keep them from getting out-of-control?
Renee Scott
References:
Cennamo,
K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful
classroom use: A standards-based approach. (Laureate Education, Inc.,
Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate
Education, Inc. (Producer). (2012b). Enriching content area
Learning experiences with technology, part 1 [DVD]. Integrating
technology across the content areas. Baltimore, MD: Author.
Laureate
Education, Inc. (Producer). (2012a). Meeting students needs
with technology, part 1 [DVD]. Integrating
technology across the content areas. Baltimore, MD: Author.
Renee,
ReplyDeleteI am familiar with many of the same tools you mention in your post. For instance, I have used Noodle Tools with my students as well as PowerPoint. These tools are extremely helpful for teachers and students. I use them to help plan my lessons. The students use them to prepare presentations and write papers. However, I have used these tools for a few years now and students have become “bored” with them. Therefore, I am trying new ways to implement instruction and communicate with my students.
One new online tool I have used this year is Edmodo. This is a way for me to upload assignments and chat with students about their work. It is quite similar to Facebook. Another tool I have used this year is TitanPad, which is an online chat forum that allows students to chat live. The teacher provides a code to enter the private chat room and students log in and begin to converse about topics. So far, I have used it for literature discussions and it has worked well. The students have fun and have interesting conversations. These tools are especially useful for students with learning disabilities because they can work at their own pace and not feel the pressure of the rest of the class.
Many students already have a broad knowledge of technology. Some of them know more than their teachers do. Researchers say that teachers can use this to their advantage by providing “collaborative summarizing experiences that facilitate reciprocal teaching” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 120). In other words, through communication, students teach each other how to use the technology. This process provides positive collaborative experiences and enables students to use leadership skills. They learn by watching and listening to each other as they practice with the technology tools.
Cennamo, Ross, and Ertmer (2009) also mention that teaching students how to use communication tools encourages social development and builds 21st century learning skills. Therefore, we must use whatever tools we can to help guide them to higher learning and prepare them for a technology-based world.
Students could use online discussion forums to create and discuss their poetry. GoogleDocs may provide another way for students to work together on a document. My PLC group uses this for providing suggestions for documents or sharing ideas. You can see the changes immediately and the comments show up out to the side. This makes a great communication tool for them.
Having the blocks on computers does make it frustrating and challenging for students and teachers. Last year, we were in the same situation. However, this year, our administration decided to ease up on restrictions and gave students and teachers more access. This has worked well so far.
I understand about learning new technologies and the challenges it poses. Just learning to manage my own blog site in this course is a feat for me. As teachers, we continue to work toward improving our abilities and the abilities of our students. That is what we do.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Pitler, H., Hubbell, E.R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: McREL.
Posted by Chad Wilson to Technology and Education at September 22, 2012 5:52 PM
Chad-
ReplyDeleteThanks so much for sharing all the great technological things you use and do in your classroom. You are doing a great job!
I might just have to check out this Edmodo- so many classmates are mentioning it.
I am a bit surprised your students get bored with some of the tech tools you have been using. Are other teachers using them too?
Renee Scott