I have recently reviewed the NETS-T and feel that I am gradually making progress towards meeting my goals. I established a GAME plan and continue to educate myself on various technology tools, resources, and teaching strategies. I have obtained a greater understanding of how I can use problem-based lessons to incorporate technology and take a differentiated approach to instruction in order to meet the needs of ALL my students. “Taking a differentiated approach to instruction means accommodating these differences by tailoring teaching to students’ strengths and knowledge” (Wahl & Duffielld, 2005, p. 2). Problem-based lessons will allow for this to occur. Students collaborate with peers and solve problems using problem-solving and critical thinking skills in an authentic manner. As the teacher, I am able to provide my classroom with “different avenues for students to acquire content, process ideas, and demonstrate their understanding” (Wahl & Duffielld, 2005, p. 2). I believe that this approach to learning will assist me in meeting my goal of customizing and personalizing learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
A new goal of mine will be to work on developing questions for problem-based lessons. I want my students to become curious about the topic at hand and keep them engaged in the learning process. I also plan to extend my knowledge by further researching collaborative communication opportunities for my students to participate in and acquire global awareness. One idea that I plan to pursue, while collaborating with our Kindergarten Reading Buddies, is the “Flat Stanley Project”. I have shared some ideas, with my colleague (Erin Tregloan), on how we may be able to expose our entire elementary school to diversity, various cultures, and global issues. As a life long learner, I will continue to blog with other educators and collect additional resources that may be able to assist me with this project and others in the future.
I will keep working towards reaching my goals, but until I have a classroom of fifth grade students, in the fall, I feel that I am unable to fully put my GAME plan into action and observe its results. Counting down the days!
References
Wahl, L., & Duffield, J. (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. WestEd, pp. 1–11. Retrieved from http://www.wested.org/cs/we/view/rs/763.
Wednesday, August 4, 2010
Wednesday, July 28, 2010
Evaluating My GAME Plan
While evaluating my GAME plan, I ask myself if I have been successful in meeting my goals or if I must modify them to meet the needs of my students. I have already taken several small steps towards finding ways to incorporate technology and meet the diverse learning styles within my classroom. Taking part in various online discussion groups has proven to be beneficial. I have created a graphic organizer to collect names of websites, including a short description, for future reference. As a self-directed lifelong learner, I must be able to respond to the rapid and continuous technological changes that will inevitably occur during my career as a teacher (Cennamo, Ross & Ertmer, 2009). I also understand that I can never have enough resources to meet ALL my needs. My list (graphic organizer) must continue to grow!
My goal to develop and model cultural understanding and global awareness may be a more difficult task. I have researched ePals and spoke to other teachers who have used it, but I am not familiar with the Web application. As the teacher, I must first become comfortable using it before I can “promote, support, and model creative and innovative thinking and inventiveness” while using digital tools and resources (Cennamo et al., 2009, p. 24). I am continuously looking for other resources that I can further explore to allow students to interact with individuals around the world. Although our fifth grade Social Studies teacher discusses several global issues, I want to give my students the opportunity to stay updated on current events. I have considered subscribing to a newspaper that would be received at least once a week. The newspaper could be used for reading and writing purposes as well. Another activity I have seen is the “Flat Stanley Project”. My only concern is that maybe it is meant for students younger than fifth grade. I am curious to hear responses from other instructors who have used a similar lesson.
I am looking forward to meeting my new class in September. It will be necessary for me to distinguish what type of learning style my students possess and any individual special needs they may have to fully accomplish my goals. I have realized that I will definitely integrate problem-based lessons into my teaching strategies. They will allow my students to collaboratively solve problems using problem-solving and critical thinking skills in an authentic manner. Students will have the opportunity to learn facts and then apply them. Through research, data, and reflection my students will learn to use the “language” and “tools” of the trade for future use. Hopefully my students will be a step above the rest!:)
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.
My goal to develop and model cultural understanding and global awareness may be a more difficult task. I have researched ePals and spoke to other teachers who have used it, but I am not familiar with the Web application. As the teacher, I must first become comfortable using it before I can “promote, support, and model creative and innovative thinking and inventiveness” while using digital tools and resources (Cennamo et al., 2009, p. 24). I am continuously looking for other resources that I can further explore to allow students to interact with individuals around the world. Although our fifth grade Social Studies teacher discusses several global issues, I want to give my students the opportunity to stay updated on current events. I have considered subscribing to a newspaper that would be received at least once a week. The newspaper could be used for reading and writing purposes as well. Another activity I have seen is the “Flat Stanley Project”. My only concern is that maybe it is meant for students younger than fifth grade. I am curious to hear responses from other instructors who have used a similar lesson.
I am looking forward to meeting my new class in September. It will be necessary for me to distinguish what type of learning style my students possess and any individual special needs they may have to fully accomplish my goals. I have realized that I will definitely integrate problem-based lessons into my teaching strategies. They will allow my students to collaboratively solve problems using problem-solving and critical thinking skills in an authentic manner. Students will have the opportunity to learn facts and then apply them. Through research, data, and reflection my students will learn to use the “language” and “tools” of the trade for future use. Hopefully my students will be a step above the rest!:)
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.
Wednesday, July 21, 2010
Monitoring My GAME Plan
As I continue to move through the course, Integrating Technology Across the Content Areas, and monitor my GAME plan, I am focusing on collecting as many resources as possible. Through discussions and blogs, I have already had the opportunity to be introduced to several new websites and communication programs.
In attempting to meet my goal of developing and modeling cultural understanding and global awareness, I have researched ePals. According to other educators, ePals has been a huge success. Global awareness and collaborative communication opportunities have been enhanced through classroom emails and teacher guidance. While using a blog, students are able to communicate virtually, discuss specific topics, and share information and photos. The experiences would be beneficial to all students, as they would help to reinforce today’s digital literacy skills. I plan to contact my districts technology director to further discuss my options. I am curious to find out if I am able to monitor ePal messages sent between students. It will be important for me to assess literacy skills and monitor appropriate conversations.
My other goal which consists of customizing and personalizing learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources, will be an ongoing project. I already incorporate several different teaching strategies into my classroom on a daily basis, but I am constantly looking for unique ways to apply technology and actively involve ALL my students. As stated by Cennamo, Ross, and Ertmer, “There are lots of ways to spark student motivation for learning and fortunately, technology offers some of the most powerful tools available” (Cennamo, Ross & Ertmer, 2009, p. 29). While researching, I am currently constructing a list of various media tools and programs, while referring to Howard Gardner’s Multiple Intelligences, to make sure that I am discovering ways to meet ALL my students various learning needs. I think it will be helpful for me to have a resource list that I am able to use when matching activities to my students and vice versa. Once school begins and I have ample time to build relationships and collect data, I will be able to provide opportunities that will meet grade level content standards, encourage creativity, and promote the use of critical thinking and problem solving skills.
Ideas for incorporating technology into fifth grade Language Arts and Science are always welcome!:)
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.
In attempting to meet my goal of developing and modeling cultural understanding and global awareness, I have researched ePals. According to other educators, ePals has been a huge success. Global awareness and collaborative communication opportunities have been enhanced through classroom emails and teacher guidance. While using a blog, students are able to communicate virtually, discuss specific topics, and share information and photos. The experiences would be beneficial to all students, as they would help to reinforce today’s digital literacy skills. I plan to contact my districts technology director to further discuss my options. I am curious to find out if I am able to monitor ePal messages sent between students. It will be important for me to assess literacy skills and monitor appropriate conversations.
My other goal which consists of customizing and personalizing learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources, will be an ongoing project. I already incorporate several different teaching strategies into my classroom on a daily basis, but I am constantly looking for unique ways to apply technology and actively involve ALL my students. As stated by Cennamo, Ross, and Ertmer, “There are lots of ways to spark student motivation for learning and fortunately, technology offers some of the most powerful tools available” (Cennamo, Ross & Ertmer, 2009, p. 29). While researching, I am currently constructing a list of various media tools and programs, while referring to Howard Gardner’s Multiple Intelligences, to make sure that I am discovering ways to meet ALL my students various learning needs. I think it will be helpful for me to have a resource list that I am able to use when matching activities to my students and vice versa. Once school begins and I have ample time to build relationships and collect data, I will be able to provide opportunities that will meet grade level content standards, encourage creativity, and promote the use of critical thinking and problem solving skills.
Ideas for incorporating technology into fifth grade Language Arts and Science are always welcome!:)
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.
Wednesday, July 14, 2010
Carrying Out My GAME Plan
As I work towards successfully accomplishing my GAME Plan. I need to focus on what resources and additional information I will need to carry out my plan and reflect on my accomplishments thus far. I believe that I must be a life-long learner by continuing to educate myself, collect data, and interact with other teachers to gain new ideas. Each goal will not only strengthen my teaching skills, but also allow my students to experience a positive learning experience.
Goal 1 is to customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. Since I do not have a classroom of students at this time, due to summer break, I am researching ALL types of learning styles and strategies to incorporate into my daily lessons. My Walden course textbook is currently a very valuable resource, as it discusses scenarios, the Universal Design for Learning (UDL), teaching methods, assistive technology tools and ideas for “leveling the playing field for students with different abilities, needs, or preferences” (Cennnamo, Ross & Ertmer, 2009, p. 110). As time allows, researching the World Wide Web will also prove to be an asset. I have not developed a strategy to customize, personalize, or teach learning activities yet, but I intend to observe, evaluate, and collect data to better understand my students’ needs as soon as school begins in the fall.
Goal 2 is to develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. To work toward accomplishing this goal I will need to join various chat rooms to become more familiar and comfortable interacting with individuals from other countries, collaborate with colleagues (hopefully some of my cohorts from Walden:), and regularly make students aware of current global issues. I must be well informed and confident in my skills to be a supportive role model. This is something that will take time and practice, but in the meantime I will need to increase my students curiosity and encourage them to explore and investigate various subjects of interest around the world. As I collaborate with our districts 5th grade Social Studies teacher (my teammate), I hope to provide opportunities for students to be introduced to various cultures. Virtual fieldtrips and pen pals are a few ideas I have for doing this while incorporating technology.
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.
Goal 1 is to customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. Since I do not have a classroom of students at this time, due to summer break, I am researching ALL types of learning styles and strategies to incorporate into my daily lessons. My Walden course textbook is currently a very valuable resource, as it discusses scenarios, the Universal Design for Learning (UDL), teaching methods, assistive technology tools and ideas for “leveling the playing field for students with different abilities, needs, or preferences” (Cennnamo, Ross & Ertmer, 2009, p. 110). As time allows, researching the World Wide Web will also prove to be an asset. I have not developed a strategy to customize, personalize, or teach learning activities yet, but I intend to observe, evaluate, and collect data to better understand my students’ needs as soon as school begins in the fall.
Goal 2 is to develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. To work toward accomplishing this goal I will need to join various chat rooms to become more familiar and comfortable interacting with individuals from other countries, collaborate with colleagues (hopefully some of my cohorts from Walden:), and regularly make students aware of current global issues. I must be well informed and confident in my skills to be a supportive role model. This is something that will take time and practice, but in the meantime I will need to increase my students curiosity and encourage them to explore and investigate various subjects of interest around the world. As I collaborate with our districts 5th grade Social Studies teacher (my teammate), I hope to provide opportunities for students to be introduced to various cultures. Virtual fieldtrips and pen pals are a few ideas I have for doing this while incorporating technology.
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.
Thursday, July 8, 2010
Developing My GAME Plan
After visiting the International Society for Technology in Education (ISTE) website and reviewing the National Education Standards for Teachers (NETS-T), I was able to reflect on my teaching skills and the ability to successfully integrate technology into the curriculum. I believe I have a grasp on certain standards, such as promoting, supporting, and modeling creative and innovative thinking and inventiveness and promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information, but understand that as a teacher I must be a life-long learner. The world of technology is constantly changing, so I must continuously educate myself to be a role model and encourage my students to be self-directed learners. This past year, I had the opportunity to incorporate blogging into my Language Arts lessons. I modeled appropriate blogging techniques, shared examples of discussions I participated in through Walden, and stressed the importance of good writing/speaking to establish credibility. I also used technology for other subject areas and promoted creativity while students were asked to explore, collect data, and produce creative projects while following a rubric and meeting content expectations. These are only a few of the ways I met specific standards, but hope that I can become more confident and improve my teaching by setting goals, taking action, and then monitoring and evaluating my progress towards achieving those goals related to the use of technology. My GAME plan is as follows:
GOAL 1: Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. I want to have the ability to differentiate instruction to meet ALL my students’ needs while using technology. I hope to give extra assistance to those in need and challenge students who understand the subject matter and technology tools being presented to them.
GOAL 2: Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. I want to incorporate blogging, assign pen pals, and introduce real world issues by interacting with students from various states and countries.
ACTION (goal 1): I plan to continue to educate myself by participating in professional development opportunities and by exploring the Internet and searching for authentic resourceful websites that will provide me with useful strategies to incorporate within my lessons. As stated by Cennamo, Ross, & Ertmer, “While technology is not essential to creating authentic, learner-centered instruction, it offers a powerful resource for engaging students in authentic experiences, typically increasing both their motivation and their learning” (Cennamo, Ross, & Ertmer, 2009, p. 51).
ACTION (goal 2): I plan to blog and interact within various “teacher” chat-rooms to familiarize myself with colleagues around the world. Creating relationships and collaborating will benefit both me and my students.
MONITOR/EVALUATE: I will monitor my students’ progress and reflect on the teaching strategies I have chosen to use with each individual student by journaling and collecting data. I will continuously think about and modify my current teaching strategies as I observe student output and ask questions similar to the ones below. This will allow me to evaluate and make adjustments if my goals are not being met.
Are the technology tools/resources I am using allowing my students to be successful self-directed learners? (Students will discuss and reflect. Teacher will observe.)
Are positive relationships being built between students (and teachers) from different cultures? (Students/teacher will share information from discussions.)
As a teacher, I believe that I must prepare my students for a world where technology is becoming more and more prevalent. Developing students’ creative and critical thinking skills will assist them in becoming successful problem solvers in our fast-paced ever-changing society.
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.
GOAL 1: Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. I want to have the ability to differentiate instruction to meet ALL my students’ needs while using technology. I hope to give extra assistance to those in need and challenge students who understand the subject matter and technology tools being presented to them.
GOAL 2: Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. I want to incorporate blogging, assign pen pals, and introduce real world issues by interacting with students from various states and countries.
ACTION (goal 1): I plan to continue to educate myself by participating in professional development opportunities and by exploring the Internet and searching for authentic resourceful websites that will provide me with useful strategies to incorporate within my lessons. As stated by Cennamo, Ross, & Ertmer, “While technology is not essential to creating authentic, learner-centered instruction, it offers a powerful resource for engaging students in authentic experiences, typically increasing both their motivation and their learning” (Cennamo, Ross, & Ertmer, 2009, p. 51).
ACTION (goal 2): I plan to blog and interact within various “teacher” chat-rooms to familiarize myself with colleagues around the world. Creating relationships and collaborating will benefit both me and my students.
MONITOR/EVALUATE: I will monitor my students’ progress and reflect on the teaching strategies I have chosen to use with each individual student by journaling and collecting data. I will continuously think about and modify my current teaching strategies as I observe student output and ask questions similar to the ones below. This will allow me to evaluate and make adjustments if my goals are not being met.
Are the technology tools/resources I am using allowing my students to be successful self-directed learners? (Students will discuss and reflect. Teacher will observe.)
Are positive relationships being built between students (and teachers) from different cultures? (Students/teacher will share information from discussions.)
As a teacher, I believe that I must prepare my students for a world where technology is becoming more and more prevalent. Developing students’ creative and critical thinking skills will assist them in becoming successful problem solvers in our fast-paced ever-changing society.
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.
Sunday, June 27, 2010
Reflection- EDUC 6712
As I reflect on the past eight weeks I have had the opportunity to take a closer look at myself, as a teacher, and evaluate my teaching methods with regards to the new literacy skills. I believe it is essential for me, in this fast-paced changing world of technology, to prepare my students for what awaits them in the future. Ian Jukes and Bruce Macdonald state that “the primary task of the educational system must be to give learners the right tools and provide them with a critical mind; so that they can ask the right questions and make the right connections” (Jukes & Macdonald, 2007, p. 1). It is no longer just necessary to read, write, speak, and calculate. Students must also have the capability to tackle new skills such as questioning, searching, evaluating, synthesizing, and communicating (Laureate, 2009).
My most striking revelation within this course was the amount of detail involved with each literary skill. I did not realize the depth of each area and the tools available for students to become productive members of society. For example, I was enlightened as I learned to become a better researcher. As a teacher, I became more confident using various search engines and followed steps to determine the authenticity of information found within the great world-wide Web. I now plan to pass this information onto my students. While accomplishing this task, it will be extremely important to model for them and give my class numerous opportunities to explore and practice using each skill in order for them to be successful. I will provide experiences that stimulate their curiosity and build confidence in investigating, problem solving, collaborating, and communicating. Of course, I will not assume that all students have mastered each skill. Through various forms of assessment (formative and summative) students will be observed, questioned, and perform self-evaluations. This will occur throughout the school year to allow me to focus on the students who do not have a full understanding of the information being presented and provide interventions to ensure success. It will also allow me to challenge those who have met expectations and need to focus on higher-level thinking skills.
Currently my school district has developed a technology committee that is reviewing and developing technology goals for our elementary school. Although I am not a part of the committee, my goal is to share my knowledge from this course with fellow colleagues and students. The information I have to share will definitely benefit my grade level team, as we construct lessons to incorporate into our current curriculum and meet the goals set by our technology committee.
References
Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Retrieved from http://www.committedsardine.com/handouts/twca.pdf
Laureate Education, Inc. (Executive Producer). (2009). Program Four. Teaching Online Literacy Skills [Motion Picture]. Supporting Information Literacy and Online Inquiry in the classroom. Baltimore: Author.
My most striking revelation within this course was the amount of detail involved with each literary skill. I did not realize the depth of each area and the tools available for students to become productive members of society. For example, I was enlightened as I learned to become a better researcher. As a teacher, I became more confident using various search engines and followed steps to determine the authenticity of information found within the great world-wide Web. I now plan to pass this information onto my students. While accomplishing this task, it will be extremely important to model for them and give my class numerous opportunities to explore and practice using each skill in order for them to be successful. I will provide experiences that stimulate their curiosity and build confidence in investigating, problem solving, collaborating, and communicating. Of course, I will not assume that all students have mastered each skill. Through various forms of assessment (formative and summative) students will be observed, questioned, and perform self-evaluations. This will occur throughout the school year to allow me to focus on the students who do not have a full understanding of the information being presented and provide interventions to ensure success. It will also allow me to challenge those who have met expectations and need to focus on higher-level thinking skills.
Currently my school district has developed a technology committee that is reviewing and developing technology goals for our elementary school. Although I am not a part of the committee, my goal is to share my knowledge from this course with fellow colleagues and students. The information I have to share will definitely benefit my grade level team, as we construct lessons to incorporate into our current curriculum and meet the goals set by our technology committee.
References
Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Retrieved from http://www.committedsardine.com/handouts/twca.pdf
Laureate Education, Inc. (Executive Producer). (2009). Program Four. Teaching Online Literacy Skills [Motion Picture]. Supporting Information Literacy and Online Inquiry in the classroom. Baltimore: Author.
Sunday, February 28, 2010
Reflection
As I reflect on the past eight weeks and my personal theory of learning, I recall several new teaching strategies that I was introduced to. I explored new technology that I plan to use in my classroom in order to engage my students in learning. Blogs, podcasts, wikis, voice threads… are only a few that I plan to further explore. While using these various tools, my students will become actively involved, curious, and in charge of their learning. I have always believed that students who are actively involved in project-based learning are able to build on their prior knowledge (schema). Collaborating with others also allows for each individual to develop their social skills and share important information with others. To allow this to occur, I have already adjusted my teaching by incorporating more time for my students to explore technology individually. Instead of using technology as an instructional tool, I use it more as a learning tool (Orey, 2001). Providing students with web quests, virtual fieldtrips… allows each child to become engaged.
Two tools that I look forward to using are voice threads and wikis, which will incorporate more collaborative learning. 1.) Using voice threads will allow students to create artifacts and the ability to visualize information that can be shared with fellow classmates. As discussed in my lesson plan, my students will be creating character maps for novels we read in class and then collaborate to explore and present the characters characteristics. 2.) Wikis can also be used in Language Arts. Students will be assigned a literature exploration job (word wizard, discussion director, literary luminary, connector, reporter, or illustrator),while reading a novel, and then create a portion of a wiki in a creative and unique way. I look forward to seeing how each student will present their information.
Two long term goals I have are:
Goal #1- Incorporate virtual field trips into my Science curriculum
I have discovered that there are several opportunities for me to use virtual field trips within my Science lessons. Part of my fifth grade curriculum is teaching the solar system, a place that few, if any, will ever travel to. Giving my students the chance to explore our universe or even speak with individuals from NASA allows for learning to take place. Some of the virtual field trips actually allow students to speak one-on-one with professionals, but they are usually expensive. I will need to find those that are inexpensive (or free), yet informational.
Goal #2- To find additional time to use technology
Unfortunately, our school district is not able to purchase lap tops or additional classroom computers, so I struggle with finding additional time to use computers. Four days a week, I have computer lab for forty-five minutes, but I have several students who also meet with a reading specialist during this time. I hope to teach those in attendance and then allow them to re-teach the students who are not present. A long term goal I have is to work with other colleagues to write a grant for a mobile computer lab.
This course has been extremely beneficial for me. I am anxious to incorporate technology into daily lessons and look forward to observing how my students interact and move forward using technology. I feel more prepared to share and assist my fifth grade students for a future filled with various forms of technology.
Two tools that I look forward to using are voice threads and wikis, which will incorporate more collaborative learning. 1.) Using voice threads will allow students to create artifacts and the ability to visualize information that can be shared with fellow classmates. As discussed in my lesson plan, my students will be creating character maps for novels we read in class and then collaborate to explore and present the characters characteristics. 2.) Wikis can also be used in Language Arts. Students will be assigned a literature exploration job (word wizard, discussion director, literary luminary, connector, reporter, or illustrator),while reading a novel, and then create a portion of a wiki in a creative and unique way. I look forward to seeing how each student will present their information.
Two long term goals I have are:
Goal #1- Incorporate virtual field trips into my Science curriculum
I have discovered that there are several opportunities for me to use virtual field trips within my Science lessons. Part of my fifth grade curriculum is teaching the solar system, a place that few, if any, will ever travel to. Giving my students the chance to explore our universe or even speak with individuals from NASA allows for learning to take place. Some of the virtual field trips actually allow students to speak one-on-one with professionals, but they are usually expensive. I will need to find those that are inexpensive (or free), yet informational.
Goal #2- To find additional time to use technology
Unfortunately, our school district is not able to purchase lap tops or additional classroom computers, so I struggle with finding additional time to use computers. Four days a week, I have computer lab for forty-five minutes, but I have several students who also meet with a reading specialist during this time. I hope to teach those in attendance and then allow them to re-teach the students who are not present. A long term goal I have is to work with other colleagues to write a grant for a mobile computer lab.
This course has been extremely beneficial for me. I am anxious to incorporate technology into daily lessons and look forward to observing how my students interact and move forward using technology. I feel more prepared to share and assist my fifth grade students for a future filled with various forms of technology.
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