EDUC 6713 Course Reflection

EDUC 6713

Course Reflection

I look forward to implementing this GAME plan when school starts back up in the fall. Unfortunately, this course took place right as my school year was ending and I was not able to implement it during this course. 

For my GAME plan, I chose to focus on the following standards:

Standards 2a: Design or adapt relevant learning experiences that incorporate digital tools  and resources to promote student learning and creativity. 

Standard 4d: Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. 

Even though I wasn't able to implement my GAME plan during this course, I learned a lot from my colleagues in regards to resources I can use to ensure that I will meet Standards 2a and 4d.   

For Standard 2a, I had originally planned on using ePals to connect globally with a classroom from another country and work on shared project throughout the year, but DeEtte suggesting partnering up with a neighboring school instead. As overwhelming as ePals could have been, setting up a partnership with a neighboring school would be less stressful, partially because we'd be in the same time zone and the curriculum will be exactly the same. I have already begun to network with some friends of mine at other schools to see if we can set up a partnership. In addition to the Adventures of iPads in Kindergarten blog I already subscribe to, Josh also suggested Free Tech for Teachers and Teachers with Apps. 

For Standard 4d, one resource that Amy suggested I  look into is Xtramath that will allow me to set up a free account with my class and students will be able to access the site at home with a code and I will be able to see progress on Math skills. My next plan is to find a Language Arts program that will allow me to do the same. 

Some immediate adjustments that I will make to my instructional practice regarding technology integration into content areas is to be more purposeful in how I use technology. Technology should be used to support the content that is being taught not using content so support the technology. Technology helps enrich content area by helping engage students and encouraging them to collaborate (Laureate Education Inc., 2009). 


References:

Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across 
      Content Areas. Baltimore, MD: Author.

Week 4

Monitoring My GAME Plan Progress

To review, my GAME Plans focus on two standards:

Standard 2a: Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. 

Standard 4d: Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. 

With suggestions from my colleagues, I have been able to find a great deal of resources for Standard 2a. My goal is to create meaningful learning experiences that are age appropriate for kindergarten. I want students to be enthused about being on the computer, regardless of what age they are. The classroom teacher I currently work with always sends them to three staple websites: Tumblebooks (local Library's read alouds), Education City (Math or Reading games), or Learn to Type Jr. Of the three programs, the one I feel most benefits them is Learn to Type Jr. Students are learning how to type with their fingers on the correct keys and this is so important for when they begin typing papers, doing internet searches, etc. 

To modify my action plan with this particular standard, I need to create a more realistic timeline that includes the tools being learned, how I will teach them, how students will use them and when they will be able to successfully use these tools either independently or with the support of  a classmate. When I mention timeline, I need to have a more purposeful plan on how I integrate technology to already existing content standards. I would like to have project goals set up throughout the year. Here is a rough sketch:

August/September: Learning the parts of the computer, How to turn on, use the mouse, navigate through the school district programs. 

October-December: Learn to illustrate using TuxPaint, save and open saved image for future uses. Also, learning how to upload image into a Word Document.

January-February: Using VoiceThread to look for  information about Science and Social Studies content and present using Digital Storybooks.

March-April- Use Microsoft Excel to graph survey results.

May-June- Use Powerpoint to share what they've learned in Kindergarten. Comparing their own experiences with that of a partnering classroom we will Skype with throughout the school year.

I realize that this may not go exactly as planned. Students may learn how to use the digital tools more quickly or take more time. The key is to be flexible. As far as new questions that have risen, I would like to know if there are any other Kindergarten, or K-2 teachers in the is course, what their suggestions are for teaching digital tools. How you taught them? When you taught them? Was there a plan you followed? Any blogs that had great ideas or how you taught students how to use the computer appropriately and effectively. We will no longer have a computer lab next school year, so I will need to improvise. 

For Standard 4d, it is my hope to use other forms of assessment to help drive my instruction. We currently use the mclass Wireless Generation TRC, NWF, PSF, BURST, and Math programs to benchmark and progress monitor our students. Along with using this technology, I would like to incorporate the use of clickers. I was thinking, to introduce the use of clickers, we could use the math concept of giving and reading survey results. I could ask a question, students respond, and then we could look at results. For a more summative approach, I could have students respond to any content area with questions displayed on the board, and students would have to choose the best answer with their clickers. I would then use these results to drive my instruction. Another area I would like to investigate further, is the use of Google Forms. Here I can create open ended assessments, multiple choice assessments, spelling assessments and it will be accessible at school or at home. I am interested to hear how other teachers are using assessments in kindergarten. What works well? What doesn't work so well? I really want to showcase authentic learning with real case scenarios so it is more interesting and motivating for my students.

Week 3: Carrying out my GAME plan

     This week I will be reflecting upon the resources I will need to carry out my GAME plan and the steps I have taken on fulfilling that plan.

     To ensure that I promote and model digital citizenship and responsibility, I have begun to review the program NetSmartz that our school uses to introduce internet safety  This program contains games and other helpful resources for teaching students about how to stay safe while using technology, from the Web site www.netsmartz.org. The key is using resources that are kindergarten friendly and suitable for the goal that I have. For me, it is important that students have realistic opportunities in which to practice their learned internet safety. The first month of school will be spent introducing students to the different parts of the computer and appropriate conduct when on the internet, within issues that kindergartners are most likely to face. Netsmartz also provides an online safety education kit that includes lessons, guidelines and even pledges for students to sign prior to being allowed to use the internet.
   
        The other goal I set is to design and develop digital age learning experiences and assessments. I want to create authentic learning experiences for kindergartners that allow them to not only play games and watch tutorials, but to also create. Technology can be used in so many ways, but it is important to use technology as an additional resource to learning content subjects. Currently, I work in a classroom with a teacher who puts students on two programs- a listening center on the computer or Education City. Both are great programs, but unfortunately students are not excited about using the computers. To me, that's a sign that we aren't doing our jobs as educators. I recently showed students how to create a graph using Microsoft Excel and they loved it. They were amazed at the graphs they created after plugging in the data from their Math surveys.
     
        Currently, my plan is not very concrete. I am still waiting on a couple of factors. One of those being that I may be teaching 5th grade next year, total other end of the elementary spectrum. This in part will change my GAME plan. 
     

Walden University

Course # EDUC 6713

Week 2 Application: Developing my Personal GAME Plan

     After skimming through the National Education Standards for Teachers and making a mental checklist of the indicators in which I felt proficient, I came across two indicators that I would like to become confident while developing my personal GAME plan.

     One indicator that I felt needed improvement is located under Standard 2: Design and Develop Digital Age Learning Experiences and Assessments. Indicator a states that teachers must design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity (NETS-T, 2008). Being in a kindergarten classroom this year after working with grades three through five, I often feel challenged in an attempt to find and use age appropriate technology tools. It is my hope that students learn that the computer can be a place to create, instead of just a place for interactive games.

     In an attempt to begin working on this goal, I recently subscribed to the blog: Adventures of iPads in Kindergarten due to the fact that our computer lab recently received a class set of iPads. The blog is full of some great ideas and I want to initiate the use of these devices at least four times during the fall semester of the 2013-2014 school year.

    The second indicator I would like to work on falls under the Promote and Model Digital Citizenship and Responsibility standard. Indicator d of this standard states that teachers develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration skills (NETS-T, 2008). I want students to have the opportunity to collaborate within the classroom, district and even world wide, as part of the 21st century learners skills.

    I have been working a long time to find a partner classroom from somewhere outside of the United States through the program ePals. Unfortunately, I have not been very successful. It is my hope that I would be able to have students correspond via Skype and even create a project together comparing and contrasting their countries. Basic items like language, location, in kindergarten friendly terms. For the 2013-2014 school year, I hope to have a partnership established, but am open for suggestions on how to get the ball rolling.

References:

International Society for Technology in Education. (2008). National education 
    standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-
      teachers

Application #7

Final Reflection

     Reflecting on my personal learning theory, I originally believed that students learned best through social interactions with their peers (social learning theory) and hands on activities tailored to their learning styles (constructivist learning theory). While I still maintain that this is how students truly learn, I need to make adjustments to how I integrate technology into my daily instruction according to this learning theory.

     One tool I would like to use to reinforce my belief that students learn socially is with Skype. How valuable this tool can truly be! It doesn't cost anything and students can meet, interview, converse with anyone around the world because of how versatile this tool truly is. In order to ensure that I use this tool, I have created a classroom profile with epals in hopes of partnering with a classroom outside of North Carolina and hopefully, outside of the United States.

     Another tool I would like to use to reinforce my belief in the constructivist learning theory is VoiceThread, especially with kindergarteners. This program is very 5 year old user friendly and this tool can be used to brainstorm ideas with their peers. Knowledge is a constructed element resulting from the learning process (Lever-Duffy & McDonald, 2008) that can then be integrated into VoiceThread to share what they have learned and create class books with the help of class collaboration.  Students are currently working on a class book, so it has already been planned out that they will be using VoiceThread in January upon returning from Christmas break.

References:

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate  

     Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Application #5 VoiceThread

Down By the Bay suggestions

     Our kindergarten class will be creating their own version of the book/song "Down by the Bay" to demonstrate their understanding of rhyming words. Click on the picture below to view my VoiceThread.

Application #5

Social Learning in Practice

     Social Learning Theory states that learning occurs when students actively engage in constructing artifacts and conversing with others (Laureate Inc., 2010). Students can make sense of their learning by sharing ideas with their classmates and piggy backing ideas. 

    The instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning (Pitler, Hubbell, Kuhn & Malenoski, 2007). This strategy encompasses the Social Learning Theory because with this strategy, students are actively engaged in the finished product and in communicating with their peers. It is also great because it can be adapted to meet the needs of younger and older learners alike.

    The cooperative learning structures are based on Spencer Kagan's approach. The structures range from partner to group work assignments. Each student receives a role and it also teaches proper social techniques, such as active listening, paraphrasing, confirming and constructive feedback. The school in which I teach is a great model for incorporating Kagan's structures into every part of the school day. This is great for students and staff alike because they see that the whole building uses these structures.

References:

Laureate Education, Inc. (2010). Bridging Theory, Instruction & Technology. Baltimore, MD: Orey.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

instruction that works. Alexandria, VA: ASCD.