At the start of this course, we developed a GAME plan to follow throughout the length of this course. A GAME plan is a set of steps for self-directed learning that includes setting Goals, taking Action to meet those goals, Monitoring progress as you work towards achieving those goals, and Evaluating if those goals were achieved along with Extending your learning into new environments (Cennamo, Ross, & Ertmer, 2009). My game plan consisted of two goals. The first being to 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. In an attempt to implement this goal, I have introduced my fifth grade classes to Wikis. While I am a ways away from having my students manage their own learning, my students are in the process of being able to create their own Wiki pages in order to display what they consider to be the important points for each social studies lesson that we cover. At this time, my students are in the early stages of being able to perform their own research over given topics, assess the discovered research, and then share it with their classmates on their Wiki page. Even though this has been a work-in-progress that is being accomplished with what I would consider to be 'baby steps', it is creating a learning environment that has both engaged and energized my students. They now look forward to social studies and the days that we spend in the computer lab creating their Wikis. As the year progresses, I am hoping to allow my students to become even greater participants when it comes to managing their own learning by utilizing different technological programs in both social studies and science that will require my students to take responsibility for their own learning and then use these programs to share their findings in different formats with their classmates.
My second goal is to evaluate and reflect 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. To me, this goal goes hand-in-hand with my first goal of placing the responsibility of learning into the hands of my students. In order for this goal to be successful, I must be able to transform my teaching style from one that is didactic, meaning that I am the one who dominates instruction while my students listen, to a style that allows my students to become active participants (Cennamo et al., 2009). In order to learn new strategies that will help me with achieving this goal, I subscribe to several different technology blogs, such as Free Technology for Teachers. By following blogs such as this one, along with what I am learning from my classes, I have been able to learn about many new technology programs that can be used to not only engage my students, but allow them to become responsible for their own learning.
As far as adjustments to my own instruction in order to integrate more technology into my two content areas, this is an on-going work-in-progress. I have already seen the benefits of integrating technology within my lessons. I hope to consistently use different forms of technology throughout the school year as long as it does not slow me down in my preparation for our state achievement tests in the spring. Problem-based learning is definitely one strategy I want to incorporate within my units. Some of the benefits of this style of learning includes promoting self-directed learners, teaching collaboration among students, all while students are learning in an authentic and meaningful way (Laureate Education, Inc., 2010). At this time, I am hoping to incorporate both problem-based learning and digital storytelling into my science unit over photosynthesis and how humans impact the environment. I feel that these two strategies will not only engage my students within the unit, but also enhance their learning in such a manner that proves to be both meaningful and authentic in relation to the world around them.
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.
Laureate Education, Inc. 2010 (Producer). Spotlight on Technology-Problem Based Learning Part 1(DVD). Integrating Technology across the Content Areas. Baltimore, MD: Author.
