Evaluating and Extending My GAME Plan:

During this stage “you’ll determine whether you met your goal and reflect on whether your approach worked or whether you should modify your strategies for the future” (Cennamo, Ross, & Ertmer, 2009, p. 5). This is where you determine if you were successful in achieving your GAME plan or not.

My first goal: Design and Develop Digital-Age Learning Experiences and Assessments

·         I have completed all the necessary planning to set up my observations of technology enriched classrooms. I have selected the teachers I want to observe and the technology devices I want to see used in their classrooms. Since school is out for summer I cannot complete any of these observations until the start of the next school year. I have already received some feedback from the other seventh grade science teachers in the district on how they incorporate technology into their classrooms. I have created a spreadsheet with all the ways they use technology. I plan on corresponding with these teachers and getting the details on exactly how they incorporate technology into certain lessons to address science content standards. I hope that many of the other science teachers will respond to my emails at the beginning of next school year because I sent my original emails at the end of the school year where teachers were busy finishing necessary items for the end of the school year. I think at the start of the next school year I will ask student to share ideas on how we can include technology in our science classroom for the year. Students may be able to come up with ideas that I or the other science teachers may have never thought of.

My second goal: Engage in Professional Growth and Leadership

·         I am continuing to pursue my education through my Master’s program here at Walden. I have confirmed my meeting times with our schools technology director in August during our work days before the next school year begins. I have already begun to research professional technology conferences that will be held between September and December of this year. My goal is to have a list of three conferences that I can pitch to my principle during our work days in August. I hope to be able to attend at least one of the conferences I present to him. 

I think the GAME plan process can easily be adapted into my classroom. I plan on sharing the GAME plan process with the rest of the teachers on my middle school team. I think the GAME plan is a great way to help students stay focused while completing longer and more detailed projects that require research. The plan gives students a guide line to follow while they work through an entire project on their own with the teacher only acting as a facilitator.

I learned plenty about different ways to integrate technology into my classroom. I was exposed to several new types of technology like social networking and digital storytelling. I had only heard of those terms before this class but through my course work I learned how to incorporate them into my curriculum to benefit my students learning. I learned that is fairly simple to create a wiki and to teach students how to communicate and participate on the wiki. Throughout the year my students complete several group projects in and out of class and by having each group create a page on our class’s wiki they will easily be able to communicate between group members when they are all not in the classroom. I also learned that digital storytelling has endless possibilities in a classroom setting. One way I plan on incorporating digital storytelling in my classroom next year is to have students create videos of their presentations. These videos can be simply of them presenting to the rest of the class or they can create a video for their presentation and narrate the information during the video. Through what I have learned in this class I will be able to improve my teaching and therefore improve my students learning.

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.

Monitoring My GAME Plan:

Now that I have developed my GAME plan and my action steps, I am focusing on monitoring my progress towards achieving the goals of my GAME plan. “The GAME plan requires you to think about and take steps to direct your learning process, specifically while learning about technology and how to integrate it into your classroom” (Cennamo, Ross, & Ertmer, 2009, p. 3). 

My first goal: Design and Develop Digital-Age Learning Experiences and Assessments

• I have emailed and set up observations to observe technology enriched classrooms at the beginning of the next school year. I will be observing a sixth grade math classroom to observe the integrating of iPod Touches into the math curriculum. I will also observe a sixth grade social studies classroom to witness their integration of Quia, an online multiple choice quiz system, used as an assessment tool. I will observe the eighth grade math and social studies to see how they use technology to analyze student’s assessment data to benefit their students learning and as a reflection tool. While completing those observations next year I will develop my checklist of the necessary items needed to create a technology enriched classroom. I have begun emailing the other seventh grade science teachers in our districts to learn how they integrate technology into our curriculum. I have also begun compiling online resources to assist in my classroom’s transition. This link is to a blog that focuses on technology rich classrooms:http://www.kansastrc.org/forum/categories/resources-1/listForCategory

My second goal: Engage in Professional Growth and Leadership

• I have two more classes to complete after this class to earn my Master’s degree. I have met with our school’s technology director and set up a meeting during our work days before school officially starts. During that meeting we will discuss the technology available at our school and I can receive brief trainings on the equipment that I have not used in my classroom before. I am going to spend time during June and July researching professional technology conferences that occur during the beginning of the school year. My goal is to be able to attend at least one conference focusing on integrating technology next school year.

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.

Carrying Out My GAME Plan:

Now that I have developed my GAME plan, this week I am focusing on taking action towards achieving the goal of my GAME plan. “The GAME plan requires you to think about and take steps to direct your learning process, specifically while learning about technology and how to integrate it into your classroom” (Cennamo, Ross, & Ertmer, 2009, p. 3). 

In order to take action towards my first goal I need to research and visit technology-enriched classrooms within my school district. I am beginning to contact technology enriched teachers and schedule observations. This way I can see first what these classrooms look like and how learning is structured within them. I will also be able to develop my checklist of necessary items and resources to achieve a technology enriched classroom like their classroom. I will also be researching how to transfer your classroom into a technology enriched classroom through scholarly articles and research databases. I have found many scholarly articles through my classes here at Walden and have already connected with teachers all across the country in order to share our resources and experiences with one another. 

Pertaining to my second goal to continuously engage myself in professional growth and leadership I will continue to take graduate level classes relating to integrating technology into the classroom. I have two more classes to take before I have earned my Master’s degree and over the next few years I will continue to take classes to further my education. Unfortunately the current school year is coming to an end and I will not have any opportunity to work with our school’s technology coordinator this year since he is busy going through the procedures to close out the year.

I have already talked with him about working closely with him next year and learning how to incorporate all the technological devices my school has to offer. I will also begin to research professional conferences and development opportunities relating to technology that I possibly could attend next year. My hopes are to have a few conferences or developments narrowed down by the start of next year so I can meet with my principle at the start of the year while the school has extra funds.  

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.

Developing My Personal GAME Plan:

“Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community” (International Society for Technology in Education, 2008, p.1). In order to improve my effectiveness with incorporating technology in my classroom I have developed a GAME plan. By developing and implementing a GAME plan it “requires you to think about and take steps to direct your learning process, specifically while learning about technology and how to integrate it into the curriculum” (Cennamo, Ross & Ertmer, 2009, p. 3).

My GAME Plan

Step 1: Set Goals:

The first step of my plan is to identify and set goals for my learning. “First, you identify what you already know about the topic in order to identify what you need to learn” (Cennamo, Ross & Ertmer, 2009, p. 4). I am always looking for ways to incorporate technology or enhance the knowledge I know about specific technology devices. My goals are based on the following two ISTE NETS and Performance Indicators for Teachers (NETS•S):

“2.b. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers 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” (International Society for Technology in Education, 2008, p.1).

        “5.b. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others” (International Society for Technology in Education, 2008, p.1).

Step 2: Take Action:

“After you’ve identified your learning goals, you need to take action to meet those goals” (Cennamo, Ross & Ertmer, 2009, p. 4). In order to take action towards my first goal I need to research and visit technology-enriched classrooms within my school district. This way I can see first what these classrooms look like and how learning is structured within them. I can also ask one of those teachers classroom’s I visited to assist in helping me transform my classroom into a technology-enriched classroom. Pertaining to my second goal I can continue to take graduate level classes relating to integrating technology into my classroom and attend professional conferences where I can be exposed to technology best practices and latest research. I can also work closely with our school’s technology coordinator to make sure I know how to use all of the technology devices our school has to offer to assist with students learning.

Step 3: Monitor:

“As you take action to achieve your learning goals, you’ll need to monitor whether you are making sufficient progress toward your goals and reflect on whether the strategies you have chosen are working” (Cennamo, Ross & Ertmer, 2009, p. 4). In order to monitor my success towards achieving my first goal I will create a checklist based on how technology-enriched classrooms are constructed and set up while I am observing them. I will then assess my own classroom based on the checklist I developed in order to see if my classroom is closer to becoming a technology-enriched classroom or do I need to develop and implement other action steps. To monitor my success towards my second goal I will share what I have learned through my graduate classes and the research I have conducted with my fellow seventh grade teachers. It will allow me a chance to share what I have learned and hear their opinions on how to implement the latest research in our classrooms with our current students. If all of the seventh grade teachers come together and discuss their opinions and latest research we can all work together to enhance our students learning as a grade level.

Step 4: Evaluate and Extend:

“During this step you’ll determine whether you met your goal and reflect on whether you should modify your strategies for the future” (Cennamo, Ross & Ertmer, 2009, p. 5). The true evaluation of my first goal will be how I set up my classroom next year and how I will construct my class focusing more on implementing technology while teaching science standards and indicators. I will also volunteer to mentor other teachers who are interested in transforming their classroom and teaching to stay up to date with the latest technology. This will allow other teachers to give constructive criticism and offer any suggestions. I can evaluate the effectiveness of my second goal at the end of the school year next year. Next year if the entire grade level works together to enhance their teaching and implementing technology we can see how that affects student’s grades and scores on the state tests. Student’s grades and test scores will quickly allow the seventh grade faculty to see if your focus on implementing technology and common planning truly had an effect on students learning.

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.

Data Collection and Analysis With a Real Teacher-Researcher II

Prompt 5:  Analyzing May’s Field Note Data

Some of the trends I noticed from Sienna’s field notes were that May does most of her re-directing of students within the first twenty minutes of class. She commonly use “Listen Up” or “Guys” to get the students attention and try and get them back on task. It was helpful that Sienna made comments on what the students were doing or not doing during the times of re-direction. Sienna even gave May suggestions on how to improve these situations when re-direction was at its highest. I think through May looking over the field notes she is reaffirming the fact that students are off track the first half of the class. Redirection observation data report #4 had significantly less re-directions then the data report from week #1. This shows May that students were beginning to see and understand how much time they were wasting at the start of class each day and that moving specific students seats helped. 

Prompt # 6: Describe May’s class graph. What new goals do you think May set based on her students responses to the timed agenda challenge?

Using May’s class graph of the five minute challenge you can clearly see that the number of students completing the five minute challenge increased from day 1 to day 9. May learned that she had to give more re-direction during transition times and less during academic instruction. May developed and implemented more detailed instructions of how her students would complete tasks during transition times. May also noticed students became more focused at the start of class due to her challenge and she had to give students little re-direction during that time. I think May’s new goal should be for all students to complete the five minute challenge for a week straight. This way all students are working together to achieve this goal. If her students complete that goal then she can start reducing the amount of time to complete the challenge. I think by then she will not even have to say anything to her students they will have the routine down pact and May can spend more class time on implementing engaging lessons and activities. 

Prompt # 7: Describe Anthony and Leah’s data and what happened over time. What do you think May might do in the future to capitalize on Anthony and Leah’s success and keep them on track during the entire class period?

May identified early on into her action research study that Anthony and Leah required more attention to get their work completed at the start of class. May had Anthony and Leah work with Darby to create their own individual graphs on how long it took them to complete their bell work. Darby had Anthony and Leah compare their individual graphs with that day’s graph for the whole class. Anthony and Leah both started out completing their bell work around three minutes and as the days continued they completed their work faster and faster. This strategy was working for Anthony and Leah and helped them focus and start their work as soon as they enter the classroom. May can have Anthony and Leah keep track with a stop watch on how long it takes for them to complete the different tasks they are assigned that day in class. They will also time how much class time they waste by being off task or not completing the assigned task. I think once they realize how much class time they are wasting they will try to get through an entire class period without wasting any class time. 

Prompt # 8: What will you share and how will you share what you learned from your action research study at the first faculty meeting of next school year?

The first and most important thing I would share if I was May would be that through her action research study she learned that she would be a better educator if she stopped focusing on her students behaviors and focused more on her own behaviors inside the classroom. May also learned that getting to know her students backgrounds is crucial in understand their behaviors in the classroom and their learning. May will share the actual results of her action research study. May can display on the white board the graphed results of her students five minute challenge and her students. The majority of her fourth period class successfully completed the five minute challenge at the beginning of class and her more difficult behaved students accepted their leadership roles and became an asset in the classroom. May’s research team is excited to tackle more inquiries next year. May can also explain the entire action research process she went through and explain how easily any teacher can complete the process. She can start with how she developed her wondering and how she collaborated with other teachers to complete the study. May can end her presentation with explain the new wonderings her research team are going to work on at the start of the upcoming school year.