Cennamo, Ross, & Ertmer articulated a four step learning plan they have called GAME. In the GAME plan, the learner begins by setting goals, then taking actions, monitoring their progress, and evaluating and extending the learning experiences. These steps are used each day in our classroom during student learning experiences. Not only are they appropriate for student learning but also my own learning. Using the GAME plan, I have selected several ISTE NETS-T indicators for myself and my growth as a teacher so as to improve my teaching practice. The first one is ISTE NETS-T 5.c. Engage in Professional Growth and Leadership by evaluating and reflecting on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
My GAME plan begins with my goal, stay current with new technologies and implement appropriate and effective applications in the classroom. My action plan is to register with online resources such as Learning and Leading with Technology. While retrieving articles over the course of my studies, I have come in contact with a variety of well informed and written online resources such as Learning and Leading with Technology. By registering with online resources I can stay current with new technologies and appropriate applications. I also plan to continue taking classes that will introduce me to new technologies and appropriate applications in the classroom. This is not confined to strictly classroom activities but can include other activities such as E-Pals so that students can communicate with students from other areas beyond our classroom and neighborhood. Cennamo, Ross, & Ertmer point out that “in reflecting in action, you’ll continually think about and modify your current behaviors and thought processes that occur simultaneously with the action” (Cennamo, Ross, & Ertmer, 2009, p.11.). In order to monitor my progress throughout my experiences learning and implementing new technologies that are appropriate and effective uses in the classroom, I will maintain an “in action” reflection journal. In the journal, I can note how I revised the implementation to better satisfy the needs of the students, make sure all resources and materials are available, and consider other refinements as they come up. In order to evaluate my progress, I plan to maintain a reflective journal. In the journal, I can indicate that I met my goals, how I did it, consider what went well and what did not go as well, and how to make improvements in future applications. In order to extend, I plan to look ahead and think about looking into two or three new ways to use technology appropriately and effectively.
Another indicator that I would like to improve is ISTE NETS-T. 3.c. Model Digital-Age Work and Learning by communicating relevant information and ideas effectively to students and parents using a variety of digital-age media and formats. My GAME plan begins with my goal which is to model “current knowledge of new technologies” and implement their uses in the classroom. My action plan is to develop a website to communicate with parents about what we are doing in the classroom, provide online resources for the students and parents to use at home, and provide information/directions about assignments that are completed at home to facilitate student and parent understanding. I will continue to communicate with parents via email, classroom blog, and newsletters. By modeling these actions, I am setting a venue or stage for my students and parents to participate and become involved in. This way I am encouraging both the student and the parents’ involvement. Over the course of my studies, I have learned about a variety of appropriate and effective uses of technology. These new technologies that I have been introduced to have given me the opportunity to model and use them in my classroom. In order to continue this expanding knowledge set of new technologies for me, I need to keep my eyes open to new opportunities and stay current with the fast paced technological advances so that I can facilitate there use in the classroom. In addition, I need to continue to monitor whether I have the available resources I need and continue to look for them if not. A reflective “in action” journal can be used to determine if revisions or modifications are needed in my action plan. Considerations for my reflective “in action” journal entries include whether I am effectively modeling and collaborating with students and parents and providing the needed resources. I will self-evaluate my progress in my reflective journal entries. I can consider whether the classroom environment use appropriate and effective uses of technology, am I modeling and facilitating technologies effective use, and am I collaborating with both parents and students in a manner that works for all involved. When needed, changes to the plan are implemented in order to continue to expand our use of and involvement in technologies.
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.
In kindergarten our efforts at teaching literacy focus on hard copy material in a more traditional framework. We work in small guided reading groups to teach students different reading strategies, such as making one to one correspondence with words, using picture clues, and reading from left to right and top to bottom. We also focus our attention on student fluency and comprehension. In addition, our school has implemented a reading program for our kindergarten to fifth grade students, where students are provided books to read each night at home. The idea is to have the student read for one half hour at home and another half hour at school. This is also a more traditional approach to literacy development. With these efforts, I felt as though I was teaching literacy completely, efficiently, and effectively. In Making Sense of Online Text, Julie Coiro points out that “students require new skills to effectively read and learn from text on the Internet” (Coiro, 2005). Now, I recognize that I need to prepare my students with new approaches to read online resources and build the foundation for their new literacy construction.
In New Literacies: A Primer for Reading Teachers, Cathy Doyle points out that “with new technologies such as the Internet becoming a regular part of classroom lessons, teachers are realizing that students lack the new literacy skills that are necessary to search for and locate information both efficiently and effectively” (Doyle, 2008). Eagleton and Dobler's QUEST model organizes a teaching approach that helps develop lessons that focus on students developing and incorporating new literacy skills. In order to address this discrepancy, I plan to start Eagleton and Dobler’s QUEST modeling process in kindergarten in conjunction with Walden’s inquiry based unit plan. By developing an inquiry based unit plan on our science exploration of living and non-living things, I recognize that young learners can begin this process in kindergarten. In addition, this experience has helped me understand the process and how it all relates. The inquiry based unit plan allows curriculum compliance and promotes students development of their new literacy skills as they investigate core content.
Now, I recognize the impact of incorporating online resources in order to develop student literacy skills. By using the QUEST model of internet inquiry developed by Eagleton and Dobler, teachers can help students learn how to learn using a variety of resources. The spiral nature of the QUEST model allows students to begin their inquiry with a question, collect resources, evaluate information, synthesize and transform their understanding, which can continue as new questions arise and the cycle continues as student learning and understanding develops and expands. Dr. Thornburg notes that “questions lead to questions, and the process of inquiry leads to deep understanding”, (Thornburg, 2004). So it is through the QUEST model that students can develop their new literacies as well as enhance their understanding.
In addition to using a variety of resources, it is also relevant for student to develop a wide range of 21st century literacy skills. We are in the middle of a shift in pedagogy. The more traditional methods are giving way to a more open ended culture of teaching and learning. Dr. Douglas Hartman identifies new literacies as “questioning, searching, evaluating, synthesizing, and communicating” (Hartman, 2010). These new literacy skills, also emphasized in Eagleton and Dobler’s QUEST model, encourage student learning through involvement, collaboration, critical thinking and breaks down the walls of the classroom. Eagleton and Dobler recognize “four elements of effective instruction in any content area are modeling, scaffolding, practice, and feedback” (Eagleton & Dobler, 2007). In the new pedagogy, the teacher functions in a capacity as a facilitator, guiding through modeling, providing guided practices, and instruction with conferences and feedback, while the students are actively engaged in their learning.
As a professional development goal, I would like to pursue using screencasting, booking marking site diigo, and use the QUEST model in collaboration with the inquiry based unit plan. Screencasting has a great deal of potential. I have developed a classroom webpage to facilitate communications with parents and students. I plan on using screencasting to help parents with some at-home projects, where I can have a link to a screencast that will demonstrate to the parents what the assignment is all about and what the expectations are for the students. I also have links to a variety of websites that I recommend for the students. I plan on using screencasting to show the parents the potential of the websites for student learning at home.
I am also planning on using the social bookmarking site diigo more often.When searching http://www.diigo.com I was able to locate sites of interest for students to explore. These are the sites that I bookmarked for our unit on living and non-living things, http://www.buildyourwildself.com/ and http://www.kidsknowit.com/ and http://kids.nationalgeographic.com/kids/animals/creaturefeature/ and http://switchzoo.com/ .These sites helped encourage student interest and involvement while firmly integrating technology in the learning process. In addition to using search engines such as google, yahooligans, I plan on using diigo more frequently to locate websites that my students can use for inquiry bases learning.
Overall, I feel more prepared to help my students build a more well-rounded and inclusive foundation for their new literacy skills. Over the course of this class, I have realized that technology can be effectively integrated into all subject matter and that kindergarten students are capable of beginning their exploration of literacy both offline and online.
References: Coiro, J. (2005, October). Making sense of online text. Educational Leadership, 63(2), 30-35. Retrieved September, 2010.
Doyle, C. (2008). New literacies: A primer for reading teachers. Illinois Reading Council Journal, 36(4), 13-19. Retrieved September, 2010.
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet Inquiry. New York: The Guilford Press.
Hartman, D. (2010). New literacies. Laureate Education, Inc. (Producer). Supporting Information Literacy and Online Inquiry in the Classroom (DVD). Baltimore, MD: author.
