GAME Plan Reflection

The goal of my GAME plan has not changed.  However, I have learned that creating digital portfolios requires a lot of organization.  One major part of this project that I quickly learned, is to teach mini lessons about basic computer skills to students.  For example, I just assumed students would be able to scan and save their documents, however, I soon learned that this required practice.  Students were able to scan the material, but saving it was a different story.  I have also decided to use rubrics to assess the work as it is completed.  Some students need a checkpoint list to keep the portfolio up to date.  This has also turned into a great way to assess the technology component being taught and to help monitor and assess student achievement. 

I want the portfolios to replace the traditional keeping of work.  With an electronic portfolio, information can be easily stored in a computer hard drive, floppy disc, CD or other. This would take up very little physical space and would be accessed with minimal effort.   I have also had students to work on collaborative student work and saved into each others folders that otherwise would not be able to be included in each participating students portfolio.  We have started enhancing the portfolios with sound, music, pictures, graphics and even video. Thus making it easier and more appealing to the student and parent. Students are also gaining experience creating, selecting, organizing, editing and evaluating the portfolios.


Immediate adjustments that I have made to the plan are to include a digital storyboard of pictures that I have taken throughout the year.  At the end of the school year, I always copy our school year photos onto a DVD.  This year, I will be creating a story to go along with the photos and copy these at the end of each students portfolio.  This project is an on-going project and will not be completed until the end of the school year.


Electronic portfolios are a technology based form of authentic student based assessment. They are a collection of student work over a period of time. Portfolios are both practical and effective because of the rubrics used. The benefits include clear set standards or expectations, quick access, easy storage and increased technology skills. A multi-media computer, a scanner and a software package are the basic technologies needed to create an electronic portfolio. The templates are a way to organize the contents of the portfolio.

Monitoring My G.A.M.E. Plan

I chose to create digital portfolios for my G.A.M.E. plan because I want to give students an opportunity to reflect and grow from learning throughout the year while giving students individual choice about the outcome of the portfolio.  

The Digital Portfolio’s that my students will create will be a web-based tool. A web template, editing with a program such as Microsoft FrontPage or Netscape Composer will most likely be used.  I am still researching ideas on the best way to handle this.  I am considering moving beyond HTML files and storage maybe using a web-accessible database hosted by our school district.

I would like to know if anyone has information about using digital portfolios or a computer program/web - service that you would recommend for completing digital portfolios.  I need to finalize my plan and implement this project asap.  I do not want to get too far into the school year with this not started.  I believe it will be important to spend time each month working on the portfolios and helping students to keep them current and organized.  

Carrying out my G.A.M.E. Plan

In order to carry out my G.A.M.E. plan of creating digital portfolios for my students, I will need to research the best way to keep digital portfolios as well as the most efficient and least cost effective way to keep and store data. 

Scanning documents will be an essential part of this process as well as creating folders for student usage/storage of items.  Additional information needed to support this plan is to teach technology components to my students and help them to learn how to save files properly as well as scanned documents. 

Furthermore, I have contacted our county technology teacher to solicit her advice as well as colleagues in my school building.  I have gathered information and I have created a timeline of checkpoints for students to finish parts of the portfolio so that we would not be trying to do all of this at the end of the year.  I believe saving information on a monthly basis would be more beneficial and less confusing.

G.A.M.E Plan

In our technological world, today's 21st Century student needs more than a worksheet.  I recently attended a conference and one of the issues presented in the seminar talked about generations and the customs within each generation.  When I grew up, I was taught to always do whatever an adult told me to do. Otherwise, not ask questions.  Today's youth are taught ask questions. Testing requires students to ask "why questions" to foster learning outside the box.


As educators, we must adhere to this personality and find ways to draw the learner into the subject.  Technology can help close this gap.  The G.A.M.E. plan can be used to help guide students and educators to achieve goals and to successfully integrate technology into the lesson or unit. The the National Education Standards for Teacher (NETS-T) that I chose to reflect on are located under standard 1: Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

c.	promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d.	model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

GOALS:  I would like to use digital portfolios in my classroom.  Our school requires educators to keep portfolios, with a binder for each student that holds a sample of work from various checkpoints throughout the school year.  The students will update the portfolios, including various digital projects such as our Glogster posters.

ACTIONS:  I will utilize the portfolios using our school server.  In order create digital portfolios, I will need the assistance of our technology department liason and access to computers on a monthly basis for my classroom. 

MONITOR:  I will monitor student portfolios to check for digital accuracy of information and organizational planning.  I will also make sure snapshots of the students school year are included in the portfolio.

EVALUATE:  I will evaluate the portfolios during the school year.  Our first parent/students conference will be in the winter and we will present the portfolios to the parents.

 I believe this project will support the NET-S standard I am wanting to address and improve upon. I am excited about this project and the overall outcomes.

Integrating Technology with Instruction

Connectivism and Social Learning in the classroom are two models commonly used by the 21st century educator.  Both encourage team or group participation, higher order thinking skills, and collaboration to meet a common goal for a finished product.  There are many strategies that support these models such as jigsaw, think-pair-share, literature circles, CPS projects, and more.  For the purpose of this assignment, PowerPoint, Voice Thread, and Glogster were used.

         Cooperative learning is a successful teaching strategy in which small groups, each with students of different levels of ability, use a variety of learning activities to discuss and explore an understanding of a subject or topic. The group members for this assignment were multi-leveled grouped.  Each group had an even number of high, medium, and low students. In addition to the grouping techniques, each member of the group were responsible, not only for learning what is taught, but also, for helping each other learn.  Students assessed each other through a rubric and they were required to include positive attributes to the project. Students worked through the assignment until all group members successfully understood and completed the task and concept. 

        According to Pitler, Hubbell, Kuhn, and Malenoski, technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate (2007).  Thus, using technologies such as power point and then embedding this with voice thread, students were given the opportunity to create a group project and make a virtual field trip, with their voices embedded into the project.  Students were able to share their Ecosystems with other classrooms by publishing the Voice Threads on teacher web pages.  Some students did not have parental approval to publish to the internet; therefore, the Voice Threads were not made public. 

Reflection on Implementation

Dr. Michael Orey states that constructivism is a theory of knowledge derived from each individual actively constructing his or her own meaning (Laureate, 2010).   For these reasons, I chose PowerPoint and Voice Thread to give students the chance to explore with picture and text.  The greatest advantage of using PowerPoint for classroom lessons is that you can modify them and use them over and over again, each time you teach those lessons. Voice Thread allowed students to create a virtual museum, and the students shared these museums with other classrooms.  Glogster is another interactive technology tool that allowed students to combine text, pictures, graphics, video, and audio into an interactive online poster. It can be used to create a “glog” which is basically an online poster web page.  This Web 2.0 tool's visual, audio, and textual elements help to develop the visual literacy skills needed by 21st century learners.

Several of these technology tools were discussed during the course of this class.  As the students used the technologies, I was able to demonstrate a deeper understanding of the subject matter and its real world application.  Furthermore, I was able to understand the theoretical foundations of technology used in instruction and learning.  For example, PowerPoint was very easy to teach.  It was familiar to me and I have taught it many times with the students.  On the other hand, Glogster involved more time because it was a new technology and the students wanted to explore.  Voice Thread made the lesson come to life by letting the students actually hear themselves during the presentation.  As an educator, we spend a lot of time getting written work, but we do not foster a lot of verbal conversation.  I believe this is one reason students have difficulty with oral presentations. 

            Overall, the students were actively engaged in the lesson.  The lesson adapted easily to every learning style and helped to encourage student participation.  The groups learned to help one another with the various parts of the lesson and collaborate together.  After all, variety is the key to helping students foster a love for learning.

Connectivism and Social Learning in Practice

    Connectivism and Social Learning in the classroom are two models commonly used by the 21st century educator.  Both encourage team or group participation, higher order thinking skills, and collaboration to meet a common goal for a finished product.  There are many strategies that support these models such as jigsaw, think-pair-share, literature circles, CPS projects, and more.  

    
     In addition to the above mentioned strategies, cooperative learning is a successful teaching strategy in which small groups, each with students of different levels of ability, use a variety of learning activities to discuss and explore an understanding of a subject or topic. Each member of the group is responsible not only for learning what is taught, but also, for helping each other learn.   Students work through the assignment until all group members successfully understand and complete the task and concept. 

  

     According to Pitler, Hubbell, Kuhn, and Malenoski, technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate (2007).  Thus, using technologies such as power point and then embedding this with voice thread, students will have the opportunity to create a group project and make a virtual field trip, with their voices embedded into the project.  Another example of using cooperative learning and voice thread is by problem solving.  Students can be placed into teams to solve problems and the teacher can facilitate the problem by creating power point with the instructions read verbally to the students.  This will allow the students full access to the material in an individual group setting. 

       

     I recently created a voice thread / power point for a group collaboration project.  The project that I chose includes the basic levels of Bloom’s Taxonomy.  My students complete a problem solving unit each nine weeks.  By adding the voice thread, as the teacher, I will no longer be required to repeat the instructions or read the instructions to various group members.

Voice thread:  Survival

References:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Creative Problem Solving

This week, I explored various technology uses that support the constructiveness/constructionist learning theories in the classroom.  Power points, web resources such as virtual learning assimilation, and data collection are a few ways that teachers can provide learning that fosters creative learning.  One strategy that I have found that really engages student learning is a process called Creative Problem Solving, or CPS.  This strategy encourages creative thinking while providing students the opportunity to work with a group of students for collaboration.  I am including a recent sample of student work from a CPS.

CPS: The Birthday Present