Monitoring My Game Plan Progress

My goals to promote student reflection through a class blog and to locate copyright resources so that I can teach students about safe and ethical use of using digital information is currently on hold. I have briefly reviewed the resources that I posted in my blog last week, but have not spent the time that I need to become comfortable and familiar with them as I would like. I have the information and resources that I need, but I need more time to put my Game Plan in motion. I am already behind in what I should be covering in my course standards with students. Football homecoming activities this week and reviewing for mid-term exams that are scheduled for next week are preventing me from implementing a blog at this time and doing in-depth reading about copyright laws. Furthermore, I think I need to take a classmate’s suggestion and plan time to teach students the appropriate things to say in a blogging environment. My question is, “How am I going to fit in teaching students how to write appropriately in a blogging environment when I am having trouble covering my course standards because of the additional duty of ACT prep testing?” Because my Desktop Publishing class is taught in the spring, I have until then to research copyright laws and to put this part of my Game Plan in action. As far as putting my blogging idea into action, I think I may need to put it on hold until after Christmas as well.

Carrying Out My Game Plan

In order to achieve my first goal to promote student reflection using a collaborative tool, I will need to set up a class blog. I know that I want to use Blogger with my classes. I also know that I want to have control over viewing student comments before they are actually posted for the entire class, so I will have to take time to refresh myself on how to use this option. Initially I thought that this is a technology tool that I could bring into my classroom without having to spend too much time setting up. However, another colleague posted last week that she recommends that I spend a lot of time modeling the appropriate language to use in a blogging environment. As of today, I have not had the opportunity to set up a classroom blog account and I do not know when I will be able to do so. Because of a new push in my school system to prepare all students for ACT testing and the 11th grade writing assessment, I am behind in what I should be covering with my students. Our midterm exams are given October 6-7 and I have to spend time catching up on standards that I should have already covered but have not been able to because of additional classroom time being devoted to ACT and writing assessments.

In regards to my second goal which is to model and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of resources, I have not had very much time to explore resources. There are two resources that I have looked at briefly, but I need to spend more time exploring and gathering information. These two sites are Copyright Guidelines and Keeping it Legal: Questions Arising out of Website Management .I teach Desktop Publishing in the Spring and want to do a better job of teaching students about copyrights, plagiarism and fair use than I have done in the past. I also need to find additional information about scenarios that I can present to my class, so they can analyze and recognize what the law says about violating copyrights. In addition, students need to learn how to request permission to use copyrighted materials. If anyone can refer me to additional resources, I would greatly appreciate it.

Developing My Personal GAME Plan

As a business technology teacher, I have a classroom lab equipped with 25 student computers, three printers, one scanner, Interwrite Dual Board with an Elmo (document camera), and digital cameras. Each day I teach students to use Microsoft Word, Excel, Access, Publisher, and PowerPoint so that they learn to use these programs effectively and efficiently to meet content standards. However, there are many digital technologies that my students may use outside of the classroom that they are not using in the school setting. The two indicators in the National Educational Technology Standards (NETS-T) that I would like to strengthen my confidence in are the following: (a) Facilitate and Inspire Student Learning and Creativity, and (b) Promote and Model Digital Citizenship and Responsibility.

My GAME plan to Facilitate and Inspire Student Learning and Creativity is specifically focused towards improving performance indicator 1.c. promote student reflection using collaborative tools to revel and clarify students’ conceptual understanding and thinking, planning and creative processes is as follows:

Goal—I want students to learn to record their thought processes when they are involved in project based learning assignments.
Action—I plan to create a class blog so that my students will be able to post their reflections during and after completing projects.
Monitor—I will monitor the class blog to ensure that all students are participating and to alert me to any potential problems that may occur as well as what is working well for students.
Evaluate—I will evaluate the blog postings so that I can understand students’ thinking processes through their reflections. Students will receive a participation grade.


My GAME plan to Promote and Model Digital Citizenship and Responsibility is specifically focused towards improving performance indicator 4.a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources is as follows:

Goal—I want students to learn about copyright laws and trademarks and how to obtain permission to use digital images. I briefly touch upon this area, but need to provide students with more learning opportunities in seeking permission to use copyrighted material.
Action- I want to research and locate more information about copyright laws and the steps to follow to obtain permission to use digital images and relate this information to students effectively.
Monitor—I will monitor students ethical use of digital images by requiring students to turn in e-mails or letters of their request to obtain permission to use copyrighted material.
Evaluate—I will evaluate students’ request of permission to use copyrighted material through their submitted documentation of letters or emails and ensure that they are using copyrighted images and/or materials properly.

Reflection of Course 6712

The most striking revelation that I have had about teaching the new literacy skills to my students as a result of the course, Supporting Information Literacy and On-line Inquiry in the Classroom, is that my students must be guided through inquiry-driven projects through a series of steps. Instead of providing students with questions to answer, it is important that I have my students develop their own essential questions. When students develop essential questions, learning becomes more meaningful to them because they become immersed personally and make connections with prior experiences. By having students create their own questions, I am teaching them to think critically. After students develop essential questions, they must also be taught to conduct research effectively through the use of search engines. Most of my students use Google or Yahoo! and never have experienced other search engines that will help them narrow down the scope, focus, and topic of a question. By supplying students with other search engine options to explore, I can help provide them with additional tools they need to effectively answer questions. Students also need to be taught how to effectively credit a web resource and to avoid copyright and plagiarism issues. Although I touch upon these skills to students, I think I need to spend more time teaching students to understand and apply these skills when completing projects. Finally, it is very important that my students learn how to synthesize information before creating a final product. If students cannot synthesize information, then they do not really understand it and fail to make connections to it. Using various modes of communication, such as a Voicethread, screencasts, and other artifacts like a brochure artifact, can help me understand my students’ process of synthesizing of information. In addition, Dr. Douglas Hartman asserted, “There are numerous ways to communicate online and that students need to know what is available and know how to learn from the new things that may come along” (Laureate Inc., 2009).

The knowledge and experience that I have gained in this course will influence my teaching practices by helping my students reach new heights of using 21st century technology tools. Not only will my students learn to use software related to my course standards, but I can pull in other technologies such as VoiceThreads and screencasts to supplement activities. Teaching students how to use these tools appropriately and effectively will help them in future careers.

One professional development goal that I would like to pursue that builds upon my learning in this course and that develops my own information literacy skills is to become more effective at teaching students how to observe and apply ethics in citing resources. I would like to review the following websites more in-depth: Copyright & Fair Use by Stanford University Libraries and Copyright and Fair Use in the Classroom, on the Internet, and the World Wide Web by University of Maryland University College . Once I increase my knowledge about the copyright laws, then I can more effectively teach my students how to recognize and apply them in their coursework and lives.

Reference:

Laureate Education, Inc. (Producer). (2009). Program 2. New Literacies. [Motion Picture]. Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Dr. Douglas Hartman

Reflection of Course 6711

The course, Bridging Learning Theory, Instruction, and Technology has helped me to reflect on my personal theory of learning. Student experiences and intelligence limitation demand each student to have his or her own preferred cognitive and learning style (Lever-Duffy & McDonald, 2008, p. 19). It is my job to employ the instructional tools and methods that best meets each student’s learning needs. During the first week in this course, I developed my theory of how students learn and indicated that I have a predominantly constructivist theory of learning. My learning theory has not changed, but I have come to realize that I employ the behavior and cognitive learning theories as the need arises. All learning theories are important depending on learner needs.

An immediate adjustment that I will make to my instructional practice is that I will provide students more opportunity to practice homework outside of class. “Multiple exposures to material help students deepen their understanding of content and become proficient with skills” (2007, p. 188). Several of my students could practice keyboarding skills at home to increase speed and accuracy. I will provide them with a game site link, www.typershark.com, so that they can practice keying skills at home. Another immediate adjustment that I will make to my instructional practice is that I will have students do more summarizing and note-taking using Microsoft Word. I usually require students to take notes using the pencil and paper method, but students could benefit greatly from using Microsoft Word when note-taking and summarizing information. They could save their notes on a flash drive or send the notes to their email accounts that can be accessed anywhere, anytime. Games and utilizing the summarizing tool in Microsoft Word are two technologies that will support and enhance my students’ learning immediately.

The two long-term goal changes that I would like to make to my instructional practice regarding technology integration is the implementation of cognitive maps and VoiceThreads. Each of these tools will support my students’ cognitive, constructive and social constructive learning styles. Students will create their own meaning to make connections and will produce artifacts through collaboration. Many of my students use Inspiration for concept mapping in other classes, and I do not foresee problems with students using this technology in my class. If needed, students can become peer experts and help others to learn the software as needed. When I implement VoiceThreads, I will provide students with a walk-through demonstration of how to set up an account, upload documents, and leave voice and written comments. This technology is fairly easy to use, and I do not anticipate students having any problems using it. I am excited to try these new tools to make learning more meaningful for my students. Spending adequate time planning and preparing for the implementation of these tools will lead to success.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

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

Voice Thread

This is my first voice thread about McKenzie High School's Dress Code. Click on the link below to read more about the dress code that we adopted in the fall of 2009. Please feel free to share your thoughts and comments.

MHS VoiceThread

Social Learning Theory and Instructional Strategies

According to Dr. Michael Orey, the social learning theory focuses on the idea that students are actively engaged in constructing meaning through their conversations with others and their interactions with the environment (Laureate Education, Inc., 2009). This week I explored an instructional strategy “Cooperative Learning” that embeds technology. This instructional strategy supports the social learning theory.

Cooperative learning is essentially a strategy teachers use that requires students to “interact with each other in groups in ways to enhance their learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 139). Technology tools can enhance the cooperative learning experience. When I assign a cooperative learning project, most often students will opt to create PowerPoint Presentations using the Internet as a resource. One of my favorite assignments is to have students research five leaders and analyze their leaders’ leadership style and contributions to society. After research is gathered using the Internet, students work together to develop a team presentation. Although PowerPoint is a good technology tool to use for cooperative learning projects, there are many other tools that are not being implemented or not being effectively used in classrooms. Pitler, et al, 2007 asserted, “Technology tools can play a vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face.” Our course text Using Technology with Classroom Instruction that Works discussed WebQuests, Web site creation, shared calendars, social bookmarking, web-enabled multiplayer simulation games, wikis, and blogs as tools that increase the social interactions among students. These tools can be implemented to enhance the cooperative learning experience and reinforce social skills that 21st century students need to be successful in a global world.


Laureate Education, Inc.(Producer).(2009). Program 8. Social learning theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Dr. Michael Orey.

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