How am I doing so far?

As time progresses, so too do the actions being taken to reach the goals outlined in my GAME plan. The most progress has been made toward my goal of identifying and obtaining access to an online portfolio to be used by the students of the St. Johns Academy of Future Teachers. I have identified several options but decided to use the Bridges portfolio provided by the Florida Department of Education. Since the site is free to access and use, I began by exploring the site under an example account name, discovering its various features and deciding which would best support the students. As this exploration continues to take place this upcoming week, I am positive new questions will arise addresses specific program applications. As decisions are made based on how to implement the portfolio into the program, I will have to meet with the academy cohort of teachers, along with the career specialist, to not only provide training but receive their feedback and input. Because several teachers will be requiring the students to use the portfolios, an additional action has been added to the plan. Several meetings will need to take place in order to discuss the overall requirements that will be made, how the students will be assessed, and a timeline for posting the outlined requirements.

Actions to reach my second goal, which is to create a student-directed learning module for a World History unit, have also been made, although with not as great of strides as the first. So far, I have identified the unit for which I would like to design the module, as I believe the learning objectives match this type of activity (Laureate Education, 2009). The unit is entitled Encounter and Exchange, as students are asked to develop an understanding of the purpose of European exploration starting in the 15th century and how it has led to the exchanges being made and the blending of cultures of the present times. In making this decision, I have also located several webquests posted on the Internet, providing examples of how to design and implement this learning module. Some of these examples are: Example 1, Example 2. My next step includes beginning to design the module specific to my class needs and experiment with ways to publish it using my class website on the district server. Again, as these future actions are taken, additional questions will need to be answers pertaining to specific technology and software being used. So, how am I doing so far?

Reference

Laureate Education, Inc. (Executive Producer). (2009). Assessing student learning with technology. Integrating technology across the content areas. Baltimore: Author

The "A" in GAME

In the design of a GAME plan, preliminary actions must be made in order to begin reaching the intended goals. These initial actions include the locating and gathering of resources, along with the building of background information.

To reach the first goal of my GAME plan, which is to develop a self-directed learning module for students, I will need to access a variety of resources for guidance. My first step will be to select a unit around which to base the module. Next, I will need to access example Webquests, or a module of similar design, already posted on the Internet related to the selected content. After gathering ideas and designing a module customized for my students, I will need a place for publishing that is accessible to students. I already have a class webpage connected our district server, and would like students to access the Webquest through the class homepage. I may need to contact a technology specialist at the school to inquire about how to correctly create the necessary links and on designing a user-friendly homepage.

The second goal, which is to locate and provide students access to a digital portfolio, will also require me to locate several resources. I already began accomplishing this goal by contacting a school business partner at the University of North Florida. As a professor in the Education Department, this contact was able to provide an example of the online portfolio required upon graduation for the Education students. I also contacted the Career Coordinator for our district, asking for suggestions and possible funding sources. She provided with me to a link to a free online portfolio through the Florida Department of Education website. From here, I will need to make the decision on which one to use, based on the needs of my students and user-friendly functions. My next step will then be to sign up for an account and create an example portfolio, familiarizing myself with the technology. I will also have to provide training to the other teachers of the career academy for which I plan to incorporate its use before the beginning of next school year when students will be asked to begin portfolio creation.

While planning for the actions that need to be taken, I have come to the realization of why a structured plan, such as the GAME plan, is necessary to reach these profession development goals. As the first actions are taken, additional ones are needed, and I am sure more are to come as new discoveries and questions arise. This will all be determined by ongoing monitoring of the actions, becoming the next step of my GAME plan.

Do as I do

As an educator, it is important to approach professional development and other learning opportunities using the same process we expect of our students. One such method is through the use of the GAME plan. An acronym for setting goals, taking action, monitor progress, and evaluate the results, “The GAME plan enables you to customize your approach to learning tasks, to develop relevant skills that are important to you, and prepares you for lifelong learning” (Cennamo, Ross & Ertmer, 2009, p.4).

I was surprised to learn upon taking a teaching job in Florida, that few skills were written into many of the content area standards and were completely void of technology integration. For this reason, I have found it helpful to look at national standards, such as those posted by the International Society for Technology in Education. Using these standards and indicators, I have identified several that I personally need to strengthen in order to grow in my profession. Using the GAME plan, I have set the goal to focus on two of the indicators to start and will develop the appropriate actions needed to meet these goals, while monitoring and evaluate my progress.

The first indicator I selected reads: “Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.” To meet this indicator, I would like to take a unit of the World History content required by Florida Sunshine State Standards and design a technology driven, self-directed learning module for students. Taking the form of a Webquest, students would be required to conduct research using specified sources, with the ability to choose a specific focus based on personal interests. There would be several “checkpoints” throughout the assignment, allowing me to assist them in monitoring their work. The assessment would also be based on student-choice, allowing them to demonstrate their learning through a preferred method. I also believe reflection would become an important part of this process, as continuous evaluation is the key to determining whether or not the goals were met (Cennamo, Ross & Ertmer, 2009). This assignment also takes the form of the GAME plan, allowing student success to become a way to monitor and evaluate my own. Continuous dialogue with the students will be important, as well a communication with colleagues who use similar instructional methods.

The second identified indicator reads: “Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.” As a cohort teacher for the St. Johns Academy of Future Teachers, I require students to build a portfolio, exhibiting their growth and talent, just as future teachers are expected to on the college level. At this point, they are three-ring binder portfolios, appearing to be rather old-fashioned and unprofessional. I have set the goal to locate an online portfolio, accessible and affordable for my students. Not only will I have to do research of my own, but will have to meet with administration and colleagues to decide on which one to use. Before the students begin using the portfolios, I will have to become familiar with the program, building confidence to better assist their learning needs. As students begin using the online portfolios, I will continuously ask for feedback, learning what I need to about the program and making sure they are successful in posting their work. After using the online portfolios for a period I time, I will evaluate the progress by comparing them to the hard-back versions used currently and survey the students about the changes that have been made.

As I build my GAME plan to address the indicators in which I personally would like to improve, I find myself wanting the students to follow the same steps. I now realize that it is because these are skills students will need in order to succeed in the 21st century, no matter what career path they choose. Simply stated, we must believe in what we teach and practice the skills we want our students to develop.

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.

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.

Course Reflection

The 21st century classroom should look much different than those of the past. Over the last two decades we have entered an information and technology age that has transformed the way we learn. Specifically, “In the Information Age, knowledge is a form of power; however, since no one person can ‘own’ all the knowledge in the world, the most valuable asset is the ability to find information expediently” (Eagleton & Dobler, 2007, p.2). Coming to accept this fact, teachers must be willing to adapt and modify their teaching objectives and strategies accordingly. This is the most powerful revelation I had in the process of learning about the teaching of new literacy skills while taking the course Supporting Information literacy and Online Inquiry in the Classroom through Walden University.

As a current student myself, I have assumed the responsibility of demonstrating the act of being a lifelong learner. As suggested by Eagleton and Dobler (2007), “Students appreciate when we present ourselves as lifelong learners rather than all-knowing dispensers of information” (p.277). For this reason, both teachers and students must embark on the journey of utilizing what is available in this new century where information is in abundance and learning the most efficient way to access it is essential. If teachers are hesitant to adjust their teaching to fit this new age, than we are doing both ourselves and our students an injustice. “When you encourage you students to ask deep questions, to critically evaluate information, and to transform ideas, you are embarking on a learning adventure for both yourself and your students” (Eagleton & Dobler, 2007, p.281).

As stated by Richardson (2009), “Learning is no longer primarily fixed in time and space; it can happen anytime and anywhere that we are connected – in a virtual, asynchronous classroom, for example, with self-motivated people who want to learn with us” (p.28). For this reason, my next step in professional development is to learn how to efficiently use technology such as Skype and Wikis to communicate in this new environment. Teaching students how to ethically use such technology, while communicating with a global audience, will truly prepare them for the 21st century workforce and society they will soon encounter. One way I will accomplish this goal, is through the completion of additional courses through Walden University. In addition, I plan to develop PLCs within my school and district, focused on learning how to use various technological tools and programs, along with collaborating with colleagues on how to implement them in the classroom. This has definitely been an eye-opening experience.

References

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.

Richardson, W. (2009, March). Becoming network-wise. Educational Leadership, 66(6), 26-31.

Transforming the Classroom

Before taking a graduate course entitled, “Understanding the Impact of Technology on Education, Work, and Society,” I had limited experience with blogs, told my students not to use sites like Wikipedia, and never thought I had the time to learn the process of creating a podcast. To tell you the truth, I had never heard of the term the Read/Write Web. Will Richardson (2009) explains that these tools I have been ignoring make up the Read/Write Web, providing the opportunity to transform classrooms and keep pace with our “flattening” world (Friedman, 2005). Richardson states, “In almost every area of life, the Read/Write Web is changing our relationship to technology and rewriting the age-old paradigms of how things work” (p.2).

My previous description of using technology included word processors, LCD projectors, and the creation of PowerPoint presentations. However, it has been brought to my attention that these tools are only substitutes for less advanced technology, allowing us to do the same thing more efficiently. The Read/Write Web is so much more in that it offers us the opportunity to do things never done before. Thornburg (2004) explains, “Today we are clearly in the realm where the question is not how technology should change to fit classroom practice, but rather how, given current technology, classroom practice should change. We live in a world where it is commonplace for technology to be used to do different things, not just do old tasks differently” (p.3).

With this introduction, now more than ever, I realize the importance of bringing relevance into the classroom by creating engaging real world activities. Using technology to create authenticity will provide the necessary support to teach the skills of the twenty-first century. “Authentic instruction and assessment involves engaging students in the construction of knowledge, use of discipline-based inquiry methods combined with substantive conversation about the topic, and teachers posing questions that have value beyond school” (Cramer, 2007, p.128). The Partnership for 21st Century Skills (n.d.) offers insight to what these skills are and the initiatives currently taking place to incorporate them into education. It notes, “Students who have access to technology outside of school will find schools without access to and integration of technology into their coursework to be antiquated and irrelevant to their world” (p.7)

In addition to increasing authenticity, the responsibility for learning needs to be put in the hands of the students. “In student-centers learning, faculty must become facilitators and collaborators, and instruction must move from memorization to problem-solving” (Keengwe, Onchari, & Wachira, 2008, p.81). In this type of learning environment, students utilize the networking and collaborative skills often developed through the tools of the Read/Write Web. “Classrooms in the 21st century need to be collaborative spaces where student-centered knowledge development and risk taking are accepted as the norm and where an ecology of learning develops and thrives” (Nussbaum-Beach, 2008, p.3).

I teach one specific class entitled Intensive Reading through World History. Because the students required to take this class are reading significantly below grade level, creating lessons involving technology has not been a priority. Mandated progress monitoring and structured remediation programs often take up much of class time. However, as Miners and Pascopella(2007) point out, “Despite the fact that many students struggle with traditional reading, they’re still engaged when they’re online. And engagement means they are more excited in school and less likely to drop out” (p.34). I now see that it may be even more important to get these “at risk” students involved in the Read/Write Web. Literacy skills will be developed simultaneously with those required in the twenty-first century workforce and society.

Starting this school year, a class blog will become an important tool for all of my classes to be used for discussion, collaboration, and to display and organize student writing. As it will be available to a wider audience, quality of work will increase. In addition, as I begin to use other valuable tools, such as wikis and podcasts, I want to take the time to teach the necessary ethics and responsibility required to use them effectively. Specific lesson will be devoted to the awareness of the dangers that can come with the use of these tools and how they can be most effective when used for the right purpose. November (2008) agrees, “These tools can be a major distraction from learning or they can be a major catalyst to it. It will be the courageous educator who works with students to explore the power of these tools and in turn empowers students to be lifelong learners and active shapers of a world we cannot yet imagine” (p.2).

After making these transformations, I will be accomplishing the following goals not previously accomplished as noted in the “Self-Assessment Checklist” for the course: “Enable students to take responsibility of their own learning by providing tools and resources that allow them to manage their own learning goals, plan learning strategies, and evaluate their progress and outcomes” and “Collaborate with students to explore and evaluate new and emerging technologies and investigate how these tools can be used to solve problems in real world environments.”

Resources:

Cramer, S. (2007, January). Update your classroom with learning objects and twenty-first century skills. Clearing House, 80(3), 126–132.

Friedman, T. (2005, April 3). It's a flat world, after all. The New York Times. Retrieved from http://www.nytimes.com

Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92

Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.

November, A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin Press.

Nussbaum-Beach, S. (2008). No limits. Technology & Learning, 28(7), 14–18. Retrieved from http://www.techlearning.com/article/8466

Partnership for 21st Century Skills. A report and mile guide for 21st century skills

Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.

Thornburg, D. (2004). Technology and education: Expectations, not options. (Executive Briefing No. 401). Retrieved from http://www.tcpdpodcast.org/briefings/expectations.pdf

Podcast: Profiling Today's Students

It is no secret that children today have access to and utilize technology like never before. Because of this interaction, students enter our classrooms with a variety of new skills and expectations. To truly find out the extent to which my students’ lives involve technology, a sample of three students were interviewed. Using the technology theme, the results of the interviews were used to create a class profile, which was then documented through podcasting. Listento my profile at http://www.podcastmachine.com/podcasts/1464/episodes/6882

Since this was my first time creating a podcast, it took some time to get use to the programs and software being used. However, now that I feel comfortable with the process, I am aware of the great potential podcasting offers to education. If you want to try it yourself, I used Audacity to record the profile and PodcastMachine to publish it. Give it a try. I think you will like it!

Dedicated to the Future

With the release of numerous reports regarding skills seen as essential in preparing students for the 21st century workforce, educators are faced with the critical decision of choosing which list of skills to follow and how to effectively implement them into the curriculum on top of covering the many state and federal requirements. After review, I have decided that The Partnership for 21st Century Skills has done a commendable job of designing a resource available to educators in need of guidance in making these critical decisions.

When accessing http://www.21stcenturyskills.org, you will find their mission to “Serve as a catalyst to position 21st century skills at the center of US K-12 education by building collaborative partnerships among education, business, community and government leaders.” It is a relief to see that they realize that educators can not do it alone; businesses and politicians must also play a vital role. Backed by today’s leading technology companies, educators can bring the globalization into the classroom.

I was surprised to see that several states have already embraced this mission and have devised plans to make it a reality. However, when trying to view the details of exactly what steps each state is taking, I find the information vague and difficult to comprehend. In addition to viewing information from the political standpoint, I would like to see the initiatives taken by individual districts and schools. If you access their report at http://www.21stcenturyskills.org/images/ stories/otherdocs/p21up_Report.pdf, some of this information is available. I believe it should also be an important part of the website.

Although there is definitely work still to be done, it is an inspiration to see that progress is being made to keep education at the same pace as the rest of the world. Responsibility will fall in the laps of both students and educators to learn the and utilize these essential skills. In addition, “We must commit to ensuring that all students have equal access to this new technological world, regardless of their economic background” (21st Century Skills, n.d., p.4). Hopefully, the valuable members of this organization will help see this through.

References:

http://www.21stcentruy skills.org

Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/images/stories/otherdocs/p21up_Report.pdf