Shores, Heather, Week 4: Monitoring My Game Progress

Happy Thanksgiving! We truly have much to be thankful for. As we speak my baby brother and his wife are going through labor for their first child! I'm going to have a nephew for Thanksgiving!  Suffice it to say, progress is inevitable and progress of my ISTE NET goals and GAME plan.

Indicator 1 -Facilitate and Inspire Student Learning and Creativity

• Engage students in exploring real world issues and solving authentic problems using digital tools and resources.

I've been able to make progress towards this goal by starting the unit on Flowers for Algernon with my students. Progress is slow towards this as we read the entire extended expert out loud in class. McDougal Littel has the complete story in audio online and for the first time I will be able to play it in class, as I had never paid attention to their website close enough to see all the benefits. This will help speed things along. I've also started the ball rolling in talking with community members. I contacted social services of Canon City and met with Pat Smith who was able to tell me about places I might look to for reaching and helping special needs people. That led me to an organization called STAR in Canon City which offers living assistance to mentally disabled people. I have set up a call appointment with them and will be brainstorming for ideas. The purpose of the phone call is not to choose the activity for my kids, but to know enough to be useful when the project is chosen. 

Indicator #2

Develop Digital-Age Learning Experiences

• Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

For my progress here, and I think this is powerful, I am creating a collection of sites on Symbaloo. I'm also researching the website Internet4classrooms.com for a list of web tools in my class. The website is organized several different ways. I can cross check information for middle school, language arts, eighth grade and even look up a complete list of all their Web 2.0 tools. I started reading about the idea behind what Web 2.0 means. I feel like this unlocked a door for me. I feel that now I understand the current movement of the internet in education. Understanding this was a large piece of the puzzle. I'm also developing my online class. Actually I started to work in Blackboard's free online system, but hear about Moodle and went there. I hit a wall and was stuck. I've since then started researching other places for LMS (learning management systems). I learned that term while reading. I found a place called Instructure that seems to be the best of both worlds. We'll see. 

Shores, Heather, Week 3: Needs for Carrying Out a Game Plan

This is all really about making information accessible to all students. Since this is the case 

In order to professionally develop my use of technology, I am working towards meeting the ISTE NETS standards through use of the game plan. As anyone knows, have the right resources and materials is paramount. But first, a plan must be made for procuring those needed supplies. 

Indicator #1

Facilitate and Inspire Student Learning and Creativity

• Engage students in exploring real world issues and solving authentic problems using digital tools and resources.
• GOAL -  Facilitate a class in which students are commonly working to meet the need of a group of people in their community or online community.

Meeting this goal will require several important materials. First I will need to find the literature piece in which students will be inspired to change their world. In the past, reading Flowers for Algernon by Daniel Keyes has been just the thing to get students talking change. I believe hosting a kind of Socratic seminar, a sort of round table discussion, will aid in boosting interest and passion. From there I will need to gather information about my community and any places that might help those with specials needs. I'll need to see what might be out there in terms of education, safety, and relationship building for making connections between my students and people with disabilities. I'll need to be in close contact with someone who has conducted online publishing of whole classroom projects, so that I might see how we can make our communication more authentic by posting online. 

Indicator #2

Develop Digital-Age Learning Experiences

• Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
•  GOAL – Model current digital tools for students who are striving to use technology as a support for research and learning.

To meet this goal I will need to begin building a portfolio of tools and samples of those tools. I'd like to set up a social book marking of cites that could be useful for this endeavor. Symbaloo looks to be very promising. After I gather the websites into one place I need to begin researching short video clips on their use. I need to set aside "play" time for simply wondering into these places and conducting small projects of small uses for the cites so that I might be able to use the cites with confidence around my students. I need to create a network of people who are in touch with current technology tools. I need to check with those people regularly. Wahl explains that using a computer for graphic orgnaziners is nothing like our traditional pencil and paper organizer. I should really be tapping into this as well for the purpose of achieving my goal (Wahl, 2005). She makes us aware of the possibility to color code, and to move and manipulate boxes of data.


At the moment I currently have done small things to move towards these goals. I feel as if I'm on a Indiana Jones treasure hunt. The journey is arduous and full of tempting distractions. However, I'm meeting friends along the way how can help. Hearing the everyday uses for technologies exampled in this weeks videos helps me to brainstorm small ways in which I can begin to infuse technology into my class more and more (Laureate Education Inc., 2010). Hearing about Moodle has encouraged me to uncover its bounty. I hope to find someone in our district who is familiar with it. 


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. (Executive Producer). (2010). Meeting Students Needs with Technology, Part 1. [Webcast]. Dr. John Ross.


Wahl, L., & Duffield, J. (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. Retrieved from the WestEd website:http://www.wested.org/online_pubs/kn-05-01.pdf

Shores, Heather, Week 2, November 9th

You Got Game?

A technologies-based professional development plan.

The ISTE NETS and performance Indicators for teachers is a set of technology based professional development skills that are designed to help teachers achieve digital integration in their classroom (2008). Ertmer reminds us that technology is available to enhance content (Laureate Inc., 2011). She is insinuating that technology is not meant to be a time-consuming, added skill, but it is a tool to come alongside us as we continue through our content. The follow indicators have personal meaning to me. They are indicators I would like to improve upon. With that, I have chosen to implement Cennamo's GAME plan for implementing action and change (Cennamo, 2009). This philosophy of action strives toward a realistic completion and implementation of new activities. 

Indicator #1

Facilitate and Inspire Student Learning and Creativity

• Engage students in exploring real world issues and solving authentic problems using digital tools and resources.

GOAL -  Facilitate a class in which students are commonly working to meet the need of a group of people in their community or online community.

ACTION – Upon reading heavy literature in which my students are propelled to ask big idea questions, I will allow them to respond to literature in ways that allows them to address these questions and needs. One example comes from reading, Flowers for Algernon. Often my students are burdened with the need to help those less fortunate. I need to allow them that freedom. I need to not be so rigid in my ideas for evaluation of these projects.

MONITOR – Over the course of the current school quarter I should have addressed this goal at least once. I should be able to keep a daily log of questions and present my ideas for the unit in running tab fashion as we work through how to help others. A better, more current way to keep track of this would be to keep the running tab of activities available as posts on a blog so that I can revisit them and others a can witness the journey.

EVALUATE – At the end of the project I will need to have outside sources look at the final product and conduct interviews with me to gauge the success of the project. I will need to conduct self- evaluations of the process by reviewing pasts posts and reflecting on outcomes.

Indicator #2

Develop Digital-Age Learning Experiences

• Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

GAME – Model current digital tools for students who are striving to use technology as a support for research and learning.

ACTION – Make a list of as many new programs and internet applications available and helpful to school. Attempt to try one or two of them out. Hold a short club after school in which students can view different technologies. Brainstorm with students uses for these technologies.

MONITOR -  Have students add to your blog, their reaction to the new technologies. Keep a running list of mastered apps available on your blog. Include hyper links. 

Evaluate -  At the end of the year see which ones where used the most and for what purposes. Create a technology matrix that shows each technology and its uses and frequencies. 

Ertmer shares the need for a level of confidence when taking on the mantle of technology savvy teacher (Laureate, 2010). Developing that level of confidence is connected to mastering a set of beliefs and how to learn new programs. It is my belief that applications and programs will continually change. However, If I can commit to developing modes of attitude and best practices that help me uncover and master those new applications then I have prepared myself quite completely for future programs. 

Resources

Iternational Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved fromhttp://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Laureate Education, Inc. (Executive Producer). (2010). Program Number Four: Enriching content area learning experiences with technology part 1 [Webcast]. Integrating Technology Across the Content Areas. Baltimore, MD: Author

Laureate Education, Inc. (Producer). (2011). Promoting self directed learning with technology, part 1. [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/ default. learn? CourseID=6072063&Survey=1&47=6819430&ClientNodeID= 984650 & coursenav=1&bhcp=1

Welcome Classmates!

Welcome to Heather Shores' official blogsite for Dr. Lacara's class, Integrating Technology Across the Content Areas. I hope you found the picture and title a little inspiring. Maybe it made your stomach rumble a little. Just as our nutritional needs differ from person to person, our technology preferences and abilities create an impressive spread on the proverbial table. Likewise, those batches of techie ideas all apply themselves to a variety of content areas. Listen for information on how to apply technology to multiple content areas.