Algebra Assignment

Please follow the link below to view the Algebra assignment that I completed as a way to modify a previously used assignment to incorporate technology and to differentiate instruction.

Assignment Link

Course Reflection

As my course, Integrating Technology Across the Content Areas, comes to a close, I am reflecting back on what I have learned in these seven weeks. During that time I have learned that the acronym GAME can help me to plan and reflect on my own learning and that of my students. I have also learned the importance of creating authentic experiences, using strategies such as problem-based learning, educational networking, to help students develop critical and creative thinking skills. These skills, when combined with a growing repertoire of technology tools, will help me to grow professionally and to prepare my students for the 21st-century marketplace.

Through out this course I have developed and carried out a GAME plan. A GAME plan consists of four parts, to set Goals, to take Action towards achieving those goals, to Monitor progress towards meeting your goals, and to Evaluate your achievements and Extend your learning by determining how new skills can be used and/or what else needs to be done (Cennamo, Ross, & Ertmer, 2009, pp. 3-5). I am currently in the final two steps of the plan, to Monitor, and to Evaluate and Extend. I am continuing to work on my goals of creating more authentic experiences for my algebra students, as well as modeling, and creating more chances for students to engage in, collaborative construction of knowledge. My GAME plan notes show the steps I have taken and the plans I have for continuing to make progress on my goals. I feel that I have made a lot of progress in each area and will be able to apply my new skills with confidence when the next school year starts. I'm especially excited by the opportunity to implement my newly-created lesson plans that incorporate authentic and collaborative learning experiences as well as encouraging creativity and critical thinking (see my GAME plan notes).

Also, I have learned to develop students' creative and critical thinking skills using a variety of instructional strategies and technology tools. According to Dr. Cennamo (Laureate Education, Inc., 2013a), “in order to solve the problems that are facing us here in the 21st century, it is necessary to think in new and different ways.” Problem-based learning provides students with an opportunity to develop their creative thinking skills as they choose problems to solve and find creative ways to solve them. Using social networking in the classroom, what Vicki Davis calls educational networking (Laureate Education, Inc., 2013c), allows students to exercise their creative and critical-thinking abilities as they work to solve problems with others, no matter where they are located in the world. Students can also bring out their creativity as they develop digital stories, which also can improve their abilities in areas such as reading, writing, and visual literacy (Laureate Education, Inc., 2013b).

The use of not only makes some types of projects much easier to do, but has additional benefits as well. One benefit is that it makes some experiences available to teachers and students that were not avalable without the technology, such as the ability to see far away places, speak with people around the world, and interact virtually with objects that they would not have access to otherwise. Probably the most important benefit of technology, however, is the ability to make curriculum accessible to more students. I have learned that simple tools such as a scanner, optical character recognition software, and a word processor can make a textbook much more accessible to students with visual impairments and/or reading deficiencies by allowing them to zoom in on the text and have it read to them. While the needs of a majority of students can be met through a teacher's normal methods and materials, technology can make it easy to meet the needs of the other 10% (Cennamo, Ross, & Ertmer, 2009).

Technology, along with a GAME plan and teaching strategies that encourage critical thinking and creativity, can help teachers to prepare all students for a place in the 21st-century marketplace. A GAME plan can help both teachers and students to become self-directed learners. Technology can help to bring content to life for students, while also making curriculum accessible to all students. Teaching strategies that focus on authentic experiences can encourage students to be creative and think critically. The combination of teaching strategies, technology, and a plan will help me to bring out the best in all of my students.

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, Cenage Learning.

Laureate Education, Inc. (Producer). (2013a). Promoting creative thinking with technology [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2818306_1%26url%3D

Laureate Education, Inc. (Producer). (2013b). Spotlight on technology: Digital storytelling, Part 1 [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2818306_1%26url%3D

Laureate Education, Inc. (Producer). (2013c). Spotlight on technology: Social networking and online collaboration, Part 1 [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2818306_1%26url%3D

GAME Plan, Part 3

My GAME plan is now in its third week, and I am continuing to make progress toward my goals.  This blog post is an example of the third step of the GAME plan, which is to Monitor my progress.  Another example of the third step of the game plan is my journal.

Keeping a journal is one way to reflect on, and monitor, the progress that I have made toward my goals.  Cennamo, Ross, and Ertmer (2009, p. 11) explain that "Key to effective reflection is the ability to go beyond ... what happened to consider why it happened ... and what adjustments should be made."   In my journal I have listed some steps that I have already taken, reflections on those steps, and ideas for the future.  You are welcome to view the journal and comment if you would like.

In addition to creating my journal, I have also made other progress towards my goal.  My FaceTime experience with an elementary music classroom was good overall, but could have been smoother if I had spent more time preparing my students.  You may view a blog post by the other music teacher here.  I have also e-mailed five math teachers from my district to see what authentic learning experiences they have created in their classroom, but have not heard back from them yet.

I believe that my GAME plan is running smoothly and do not believe that I need anything but more time to continue making gains.  Two hurdles that I currently face are the end of the school year, which is less than a week away, and the fact that I am searching for a new job for next year.  Regardless of where I am in the future, the knowledge and experience I gain as I work at my GAME plan will help me to be successful.

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, Cenage Learning.

GAME Plan, Part 2

Last week I posted my GAME plan for improving in my professional practices.  Since that time, I have made progress towards my goals, and I am continuing to consider what resources will be needed to progress further.  

Two short-term goals that I listed in my previous post were to implement a short project in my remedial algebra class, and to make plans with another teacher in my district to have my students demonstrate instruments for her class using Skype.  On Monday and Tuesday of this week I was able to do a project with my algebra students that was based on this webquest, created by Mr. Moor.  The project helped students to see linear relationships in real life, and to connect "slope" with ratios such as points per game and calories per hour.  I have also made plans with the elementary music teacher to allow my students to demonstrate instruments for her class using FaceTime on our iPads, which will be linked to projectors and amplified using speakers.  We also tested the technology to be sure that everything will work smoothly. I have also begun collecting resources that may provide ideas for using technology and providing more authentic experiences in my math classroom.  I have listed a few resources at the bottom of this post.

To continue making progress, I will need to find more resources, especially in the band area, and seek out experts to bring into my classroom, either virtually or physically.  I plan to speak with other math and music teachers in my district to get some ideas of authentic lessons for each of my classrooms.  Thankfully, playing music is already an authentic experience, so my band students are engaged in authentic experiences nearly every day.  Since "both educators and business and industry leaders have increasingly stressed the importance of developing students' creative and logical thinking skills," (Cennamo, Ross, & Ertmer, 2009, p. 23) I need to continue to find ways to make these authentic experiences a part of all of my classes.

Links I have collected so far: 

• http://pinterest.com/eyeoneducation/technology/  - a collection of ideas for integrating technology in the classroom
• http://pinterest.com/murrmurry/math/  - math resouces
• http://pinterest.com/tlacey83/math-strategies-and-resources/  - more math resources
• http://www.classroom20.com/ - social network for teachers using technology in the classroom
• https://sites.google.com/site/mrhermannssite/Home/online-textbook-resources/geometer-s-sketchpad-algebra-tools - resources for using Geometer's Sketchpad to help explore mathematical concepts
• http://www.keycurriculum.com/products/sketchpad/sketchpad-resources - More Geometer's Sketchpad resources
• http://sketchexchange.keypress.com/search - More Geometer's Sketchpad Resources

References:

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureat Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

My Personal GAME Plan

The GAME plan is a four-step plan for self-directed learning that was developed by Cennamo, Ross, and Ertmer (2009, pp. 3-5).As a teacher, I need to model self-directed learning for my students as I work to grow in my abilities as a teacher.  I will use the game plan, along with the National Educational Technology Standards for Teachers (NETS-T)(International Society for Technology in Education (ISTE), 2008) to help me develop professionally.

The first step of the GAME plan is to set Goals.  The goal I currently have for myself is to improve in two indicators from the NETS-T (ISTE, 2009).  The first is indicator 1b, "engage students in exploring real-world issues and solving authentic problems using digital tools and resources."  I want to do a better job of developing, and seeking out, authentic and real-world problems for my students to solve, rather than teaching almost exclusively from the book in my math class.  The second indicator is 1d, "model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments."  While I frequently work with the orchestra director to solve problems, I would like to do a better job of modeling the process of working with another person virtually and/or from outside the school.

The second step of the GAME plan is to take Action.  In order to improve in the first area, I will speak with other math teachers at my school and search the Internet for ideas of authentic, real-world experiences/problems at the level of my students.  Some areas where I may look on the Internet include teaching blogs, problem-based learning sites, and professional learning communities.  With only two weeks of school left before exams, I will focus on my remedial algebra class and try to implement one short project before the end of the year, as I also collect more ideas for next year.  To improve in the second area, I will seek out ideas for ways that I can bring professionals into my classroom either virtually or in person for next year.  In my band classroom, I will look for a day in next year's calendar that I can set aside, I will make a plan to bring bring another person in, and speak with them about topics that they may be able to cover.  I have also spoken with a teacher in another building in my own district who is interested in having my students demonstrate their instruments to her class using Skype before the end of the year.

The third step of the GAME plan is to Monitor progress towards my goals.  To help me monitor my progress, I will enlist the help of my colleague who is working on a similar degree through another university. They will serve as an accountability partner and as a sounding board for my ideas.  I will also check my progress in one week to be sure that I have made progress toward my goal of implementing one project with my math classroom before the end of the year.

The final step of the GAME plan is to Evaluate if I met my goal and Extend my learning to future efforts.  Throughout the process I will keep a digital journal, where I will write down the ideas that I find and reflect on them if/when I use them.  Through the journal I will be able to evaluate my progress, including the completion of my goal, and I will be able to extend my learning through my reflections.

Using the GAME plan, I will have a process for self-directed learning.  I know that authentic instruction is critical to developing interest and depth of knowledge in students.  I also know that "whatever [I] am teaching, there is probably someone out there who is interested in collaborating with [me]" (Laureate Education, Inc., 2013).  By following my GAME plan, I will meet my goals.

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, Cenage Learning.

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

Laureate Education, Inc. (Producer). (2013). Enriching content area learning experiences with technology, part 2 [Video webcase].  Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2818306_1%26url%3D

Course Reflection

The course, Bridging Learning Theory, Instruction, and Technology, through Walden University has focused on theories of learning, and how technology can be used to support various instructional strategies. It has made me aware of more learning theories and technology tools, while also helping me to see how various instructional strategies could improve the learning environment in my classroom. As a result of the knowledge I have gained, I look forward to making a few changes in my classroom and theoretical approach.

The first changes have occurred in my theory of learning. While I still believe that students have a variety of learning styles, and that they learn best through activities that make use of the targeted skills, I would now describe my theory of learning as a form of social constructivism instead of constructivism or the multiple intelligences theory. As a result of this course, I have come to believe that people construct knowledge primarily through interactions with others and their environment (Kim, 2001, para. 9-11). The change in my theory of learning is primarily in the belief that the social aspects of learning are of high importance. This course has also shown me that technology can significantly enhance the opportunities for social learning by providing easy access to quality tools for collaboration with students and experts around the world, tools for practice, and teacher-tested projects.

Another way that the knowledge I have gained through this course has lead to changes in my instructional practice. In this course, as in a previous course, I learned about nine instructional strategies that a team, lead by Robert Marzano, identified as being statistically proven to enhance student learning (Laureate Education, Inc., 2011). Unlike the previous course, however, this course focused on providing multiple examples of how technology could be used to support student learning using each of the strategies. I plan to intentionally use the nine strategies in my lessons and to integrate technology as often as possible. For instance, when graphing linear equations I will use the strategy “generating and testing hypotheses” along with the website GraphSketch.com. I will have students sketch a prediction of what each graph will look like, then I will have students use GraphSketch.com to create the graph to test their prediction. In my band classes, I can use the strategy “cues, questions, and advance organizers” along with an unfinished concept map created on a website such as LucidChart.com, to focus students' note-taking during a music history lesson. According to Pitler, Hubbell, Kuhn, and Malenoski, this type of advance organizer “helps students organize their thoughts around the essential information and gets them thinking about what they know about the topic” (2007, p76).

Finally, I have also created goals for my technology integration as a result of this course. The first goal is to do at least one technology-related project per year with each of my middle school bands. The second goal is to use technology to help my students become better note-takers in my math classroom. I can accomplish the first goal by looking at our concert schedule and setting aside a block of time in each band's schedule when it won't interfere with concert preparations. Then I will need to create several project-based assignments for use when the time is right. Some ideas include creating compositions, recording student performances, and creating a blog or wiki dedicated to composers or other music-related topics. The second goal can be accomplished by using the strategies “cues, questions, and advance organizers,” “summarizing and note-taking,” and “reinforcing effort.” Each of these strategies has several options for supporting technology, such as creating a web page dedicated to recognizing student effort, creating a KWL (know, want to know, learned) chart in a spreadsheet program, or creating an incomplete concept map for students to finish as they take notes.

As my course comes to a close, I realize that I have learned a lot about learning theories, instructional strategies, and how technology can be used to bring about student growth. I have been inspired to use technology, as I implement instructional strategies, to prepare students for their technology-rich future.

Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Laureate Education, Inc. (Producer). (2011). Program eleven: Instructional strategies, Part one [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Connectivism and Social Learning in Practice

Social constructivism and connectivism are two learning theories that shed light on how learning occurs, or how to best teach, in today's society.  Social constructivism emphasizes the importance of social interactions and the creation of artifacts during learning, and builds on the idea that knowledge is constructed through an individuals interactions with others and their environment (Kim, 2001, para. 9-11).  George Siemens' theory of connectivism stresses the importance of learning through connections, the ability to recognize connections that exist between ideas, keeping information up-to-date, and having the capacity to learn more (Davis, Edmunds, & Kelly-Bateman, 2008, para. 10).  The instructional learning strategy, cooperative learning, relates to each of these theories and many technology-based tools can be used in ways that support cooperative learning.

"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, p. 139).  Social constructivism and connectivism each support the social interactions of students as they work together to accomplish tasks.  Cooperative learning is social and connects students within classrooms, and across the world as they work together to accomplish tasks.

Many technology-based tools also relate to cooperative learning, social constructivism, and connectivism.  Social networking websites, such as Facebook and Twitter, allow students and teachers to collaborate and make additional connections, even at a distance.  Pitler et al. (2007, p. 154) suggest that "combining VoIP (Skype, ooVoo) with sites that facilitate user-content sharing - such as instant messaging for quick chats, blogs for discussions, wikis for collaborative note taking, Google Calendar for sharing dates, and del.icio.us for sharing Web resources - facilitates powerful collaboration at any time of day and from any geographical location."  The same authors suggest working collaboratively to create a website.  I have found my experience with website creation, including a basic understanding of HTML, to be extremely valuable as I work to create web content, including occasional tweaks to this blog.  Each of these tools helps to make more connections, stay up-to-date, and construct knowledge in a social setting.

Another type of web-based tool that emphasizes connections and social learning is the multiplayer simulation game.  Revolution is an example of a game that helps students to experience events of the American Revolution through a virtual environment.  Students interact with other students as well as artificial intelligence characters as they gather information and make choices related to the time period (Pitler et al., 2007, p. 152).  A similar game is the multi-user virtual environment known as Second Life.  While this game certainly has a social aspect and could be used to collaborate and make connections with others, I would be hesitant to use it with students due to the many sexually charged elements of the site.

While the Internet can sometimes be a dangerous place to take students, it is also a fantastic resource that looks to be the way of the future.  We would be robbing students of rewarding experiences and missing an opportunity to teach Internet safety if we didn't make use of it with students.  The web also provides many opportunities to support students through cooperative learning as they make connections and construct meanings with other learners.


References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Kim, B. (2001). Social Constructivism.  In M. Orey (Ed.), Emergin perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

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