Final Reflection

          This course was extremely valuable because it strengthened my ability to develop courses using the GAME plan. I used the GAME plan to develop the course entitled “Using Figurative Language to Determine the Theme.” Based on instructor input, collaborating with my colleagues via the blogs and discussions, and reading the course materials, I was able to develop a good GAME plan and at the same time gain new learning.

            One of the most important items I learned is the importance of International’s (2008) five standards and performance indicators. For example, the Modeling Digital Age Work standard and performance indicator reinforced that I need to set goals in staying up to date and fluent in the newer technology systems. Therefore, my goal is to be the resident expert on most technologies by continuing my research on using the latest technologies in the classroom and submitting articles on using technology in the classroom to be published. The other standard and performance indicator that really had an impact on me was Engaging in Professional Growth and Leadership. Therefore, I will set goals to continue my research on integrating technology into the classroom but also to participate in local and global learning communities. Whenever, I get a chance to speak or be involved, I want to share my research with others. I’ll monitor my progress from the feedback received from my speaking engagements and participation. I’ll evaluate and extend my learning by improving my delivery based off of the feedback I receive.

Another item that I learned was that when I’m developing problem based learning, I need to work on my problem. Oscar provided some valuable feedback. He offered that it seems as if the problem I posted was more intended to solve a problem that I observed from my students. Instead, I need to offer more of a real world problem which will turn out to be more engaging for my students. I will definitely take his advice and make adjustments when developing problem based learning.

Overall, this course was magnificent! Learning how to develop a GAME plan, enhancing my instructional capability by being better prepared to integrate technology across content areas, and being able to incorporate problem based learning, social networking/online collaboration, and digital storytelling into my instruction have really strengthened my ability to become a more effective technology advocate.

 
References

International Society for Technology in Education. (2008). National education technology standards for teachers. Retrieved from http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2.

 

 

Progress Towards Goals

Laureate Education (2010) promoted how customizing instruction and using technology are encouraged to meet the needs of diverse learners. Furthermore, Cennamo, Ross, and Ertmer (2010) suggested that the tenets of the Universal Design for Learning (UDL) can also be deemed beneficial to diverse learners by customizing and personalizing learning activities to address diverse learners. Also, digital media are a key factor when implementing UDL. Therefore, I chose to discuss how using the “Think Through Math” instructional solution found at http://www.thinkthroughmath.com/ could be used to implement alternative activities and assessments for a Math lesson plan design to help students learn simple multiplication.

 

My plan is to meet the needs of diverse learners, I will have the students work on their simple multiplication skills by completing simple multiplication learning activities using the Think Through Math instructional solution. This instructional math solution is an adaptive online math intervention that transitions students to the rigor of common core state standards and prepares them for math subjects like simple multiplication. This website meets the needs of my students because for one, it uses different scenarios to meet the needs of students with different backgrounds. Secondly, it is hands on so it meets the needs of students who prefer to learn by doing. Next, it uses intrinsic and extrinsic motivational strategies to meet the needs of students who have difficulty focusing. Finally, it provides challenging activities to meet the needs of students who require enrichment.

 

The only additional information that I need to meet the needs of my students is to ensure that I receive the proper professional development to use this website. Therefore, I will contact the Think Through Math leadership and ensure that my professional development will include, as the website suggests, data and actionable reports, on demand videos, instructional strategies, and even a classroom coach if needed.

My progress towards meeting these goals and acquiring the additional information are on track. All of the information and resources are clearly indicated on the website so I’ve found everything that I need. As of right now, no modification is necessary. Thus far, I’ve learned that surfing the website will provide me with the necessary information to address any concern or question. Additionally, if I’m still having a problem, there is a customer service number that I can call for assistance. At this point, no new questions have arisen.

 

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

 

Laureate Education, Inc. (Producer). (2010). Meeting students' needs with technology, part 1. Retrieved from https://class.waldenu.edu/webapps/blackboard/content/listContent.jsp?course_id=_2651012_1&content_id=_9381430_1

Think Through Math GAME Plan

Laureate Education (2010) promoted how customizing instruction and using technology are encouraged to meet the needs of diverse learners. Furthermore, Cennamo, Ross, and Ertmer (2010) suggested that the tenets of the Universal Design for Learning (UDL) can also be deemed beneficial to diverse learners by customizing and personalizing learning activities to address diverse learners. Also, digital media are a key factor when implementing UDL. Therefore, I chose to discuss how using the “Think Through Math” instructional solution found at http://www.thinkthroughmath.com/  could be used to implement alternative activities and assessments for a Math lesson plan design to help students learn simple multiplication.  

My original lesson plan involved the students completing a worksheet that contained several simple multiplication problems. The instructions told the students to solve each problem and show their work. However, the goal is to take it one step further and meet the needs of students with differing abilities. To meet the needs of these diverse learners, I will have the students work on their simple multiplication skills by completing simple multiplication learning activities using the Think Through Math instructional solution. This instructional math solution is an adaptive online math intervention that transitions students to the rigor of common core state standards and prepares them for math subjects like simple multiplication. This website meets the needs of my students because for one, it uses different scenarios to meet the needs of students with different backgrounds. Secondly, it is hands on so it meets the needs of students who prefer to learn by doing. Next, it uses intrinsic and extrinsic motivational strategies to meet the needs of students who have difficulty focusing. Finally, it provides challenging activities to meet the needs of students who require enrichment.

The only additional information that I need to meet the needs of my students is to ensure that I receive the proper professional development to use this website. Therefore, I will contact the Think Through Math leadership and ensure that my professional development will include, as the website suggests, data and actionable reports, on demand videos, instructional strategies, and even a classroom coach if needed.

 

 

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Producer). (2010). Meeting students' needs with technology, part 1. Retrieved from https://class.waldenu.edu/webapps/blackboard/content/listContent.jsp?course_id=_2651012_1&content_id=_9381430_1

NETS-T GAME Plan

International (2008) provided five standards and performance indicators. The two indicators that I need to strengthen my confidence and proficiency in are Modeling Digital Age Work and Learning and Engaging in Professional Growth and Leadership. My GAME plan for Modeling Digital Age Work is to set goals in staying up to date and fluent in the newer technology systems. My goal is to be the resident expert on most technologies. The actions that will take place to make this happen will include continuing my research on using the latest technologies in the classroom. My way of monitoring my progress and evaluating and extending my learning will involve submitting articles on using technology in the classroom to be published. If I’m publishing, then I’ll consider my progress, evaluation and extending my learning to be up to par.

            The other standard and performance indicator is Engaging in Professional Growth and Leadership. I will set goals to continue my research on integrating technology into the classroom but also to participate in local and global learning communities. Whenever, I get a chance to speak or be involved, I want to share my research with others. I’ll monitor my progress from the feedback received from my speaking engagements and participation. I’ll evaluate and extend my learning by improving my delivery based off of the feedback I receive.

 

International Society for Technology in Education. (2008). National education technology standards for teachers. Retrieved from http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2.

My personal learning theory is heavily influenced by Papert ‘s (1993) research which is based on constructionism, according to which students learn more effectively when they engage in constructing personally meaningful artifacts that can be created by using various forms of technology. These artifacts or conscious tools are developed from the meaningful experiences of a twenty-first century digital native. He suggested that taking advantage of the technological revolution would help improve learning environments because of the advantages associated with using digital information technologies. Applying Papert’s ideas, I posit that using computers should improve how schools, workplaces, and even game-playing environments function because they allow individuals to participate in constructivist-type activities.

            Based on this course, my personal learning theory has strengthened and here’s why. This course was instrumental in bridging learning theory, instruction, and technology. Being able to have a better understanding of how this actually works not only reinforces but strengthens my posit that using computers should improve how schools, workplaces, and even game-playing environments function because they allow individuals to participate in constructivist-type activities.

            As far as immediate adjustments, I will attempt to master the instructional strategies learned in this course to strengthen my teaching skills. Additionally, two technology tools that I would like to use with my students is the interactive smart board and the eReader. From this course I have learned some valuable information on maximizing the use of smart boards which involves the students being actively engaged. As for the eReader, my plan is to use other instructional strategies to enhance its use.

            I have two long term goals. First, I would like to master the different instructional strategies learned during this course. My plan is to use the different websites provided. My second long term goal is to write a journal article that includes using as many as these instructional strategies as possible. Therefore, I’ll need to continue to pursue research opportunities and write, write, write!

Week 5 Blog Post

Pitler, Hubbell, Kuhn, and Malenosk (2007) offered that “the instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning” (p. 139). Orey (2011) provided that the results of social learning theories depend on learners interacting with others and the environment those same learners are placed in. Therefore, the instructional strategy of cooperative learning correlates to social learning theories because in both situations, the students work in cooperative groups and construct meaning for new knowledge by interacting with others.

The social networking and collaboration tool that I explored is the voice thread. The voice thread is an interactive and web based tool that allows a student to create a problem or issue and record a verbal, pictorial, and/or written explanation of that problem or issue. Once the problem or issue is created, others can use their social networking skills to collaborate and address the problem or issue. This type of learning experience correlates to the cooperative learning instructional strategy and social learning theories because it too constructs meaning for new knowledge by allowing students to interact with others via the voice thread.  

 

 

Laureate Education, Inc. Orey (2011). Program eight: Social Learning Theories [Video webcast]. Social learning theories. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Voice Thread

This is the URL to my voice thread and it's still under construction: https://walden.voicethread.com/share/3765662/