Update on GAME Plan for Improving NETS-T Performance Indicators

Self-directed learning is important for a teacher to keep current and stay relevant. A way to establish a course of action is to write down a GAME plan in which Goals are set, Actions are taken, progress is Monitored and results and findings are Evaluated and Extended (Cennamo, 2009). My GAME plan is focused on two NETS-T performance indicators: Standard 1, b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. Standard 3, c. communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats (http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf).

Actions I have taken are to start a folder on my desktop for filing websites which can be used to enrich my lessons in algebra and physics. I found several good resources when I attended the National Conference of Teachers of Math last week and added several websites to my list, including a NASA educator site (http://www.nasa.gov/audience/foreducators/nasaeclips/index.html), which is applicable for either my math or science class. Future actions will involve training my math students on the use of our new set of TI-84 graphing calculators.

A modification I have made is to collect sites and information for both math and physics since there is so much overlap between the two.

I have learned so far that there are many user friendly sites available and many teachers well-versed in their use who are more than willing to help and share. I have tried a few activities in my classes and have found ways to combine pencil/paper lessons with computer use.

One question that I have about the use of websites, tutorials and online learning is how do I maximize student learning so that more is learned than would be in a traditional class? I can see that the students are receptive to the use of technology, but I want to encourage them to use it to expand their thinking and to become creative learners who think about their thinking (Cennamo, 2009).


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

ISTE International Society for Technology in Education. (2008). NETS-T. Retrieved November 25, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

GAME Plan Update Week 3

First of all, I already typed this posting two nights ago and somehow it didn't get saved! For some reason, I just thought I'd check and confirm that it was here and it's no where to be found. If it's somewhere out there that the rest of you can read, this will seem redundant.
As to resources, I've found two good tutorial sites that I have used this week with both my physics and algebra classes. Also, some of you passed on some websites and I've put those in my folder. I'm attending a math conference tomorrow and hope to hear from/talk with some experts there.
Additional information I need is how to make sure students read and study websites and not just skim through and look at graphics and animations, without understanding the concepts. The other information I want is how to use a wiki or a blog with my class and control inappropriate comments without spending all my time previewing.
Two days this week, in all my classes. I've used interactive tutorial sites with my students. For one subject, it served as a re-teaching lesson. In the other subject, it was my introduction to a new unit.

GAME Plan for strengthening NETS-T performance indicators

Goals:
I am taking steps to improve my proficiency in the following two performance indicators:
Standard 1, b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
Standard 3, c. communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.

Actions:
For 1c: 1) Start a folder on my computer for websites, articles and ideas for teaching authentic math problems and applications for my algebra students.
2) Incorporate new uses of graphing calculators into math lessons.

For 3c: 1) Go to the wiki and blog I made this summer and learn how to modify them for optimum student use.
2) Discuss these issues with colleagues at my school who use wikis and blogs.

Monitoring:
Read through new additions to the folder at least once a week and consider ways to use in class.
Go to wiki or blog once a week and add or change a feature.

Evaluate:
Compare how I taught algebra last year to how I am teaching it this year and will be teaching it next year.

Reflecting on Course 6712, Supporting Information Literacy and Online Inquiry in the Classroom

This course coincided with my first time teaching an inquiry-based class, so most of the readings and activities have been quite relevant. I have taught for over 25 years, so I have the advantage of having observed and used a variety of teaching styles and trends. As recently as a few years ago, I had very little use for integrating technology into my teaching. I felt that the content was the content, regardless of how many bells and whistles are added. While I still think that students need to be able to listen to a well-done lecture without embellishments, I now also see that technology offers ways to enhance, rather than replace, age old teaching methods. I like that I now have an array of ways to teach.
In working with my students on computers this fall, the most striking realization is that for all of their familiarity and use of computers, most of them have very limited literacy skills and narrow ranges of websites. As teenagers do, they rely on peer pressure to guide which sites are "cool" and which applications to use. Even though they may use the buttons on the computer faster than I or navigate a website more easily than I , they do not have the critical thinking skills or global awareness that I have. So I have learned that, together, we can learn and teach each other.
I have finally reached a higher comfort level with my usage of technology and now as I plan lessons, I include technology in my options of how to best teach a particular idea or standard. Before, I either excluded technology altogether or forced it in just to be using it. I have a lot more to learn, but I am much more comfortable with technology's role in my planning.
Professionally, I will now seek out in-services in which I can continue to update my technological knowledge. I also will start using blogs and wikis in my classes. I had hoped to begin this year, but have not been able to find the time to effectively use them. Next summer, one of my goals is to really immerse myself in planning blogs and /or wikis for all of my classes.