•Are you finding the information and resources you need?
I have done some searching online to find resources that describe how to develop a WebQuest. I have also taken some time to look at examples that have already been created. This is a website that I have found to answer many of my questions http://webquest.org/index.php. This site has information on creating WebQuests, sharing WebQuests and resources. I will continue to use this site. I am still looking to find videos. I find that I learn well when watching videos because they can describe and show the steps. I will continue to search for this information. If anyone knows of a great place to find helpful videos on web resources please let me know!
•Do you need to modify your action plan?
I feel that my action plan and goals are appropriate for my level of comfort with technology. They are reasonable for me to tackle and implement effectively into my classroom.
•What have you learned so far?
So far, I have learned the most about the WebQuest process. I have not completed a WebQuest yet but I feel that the use of this resource for classroom instruction is endless. There are so many ways to differentiate instruction without going crazy. It is an easy structure that students can navigate with ease after little instruction. I am excited to see how my students respond to a WebQuest.
•What new questions have arisen?
At this point I don’t really have any new questions but if you have any suggestions or questions to help me move along with my GAME Plan please let me know!
Wednesday, May 26, 2010
Wednesday, May 19, 2010
GAME Plan Continued...
Goal 1: Developing inquiry based projects where technology is used to find data, collect data and share learned information.
To support myself in helping achieving this goal I feel that I will need to seek out the help and assistance of several resources. I feel that one way to accomplish the goal of using data to develop understanding and finding information on a given topic would be to develop WebQuests. I will need to read, watch and use tutorials on developing WebQuests. Also, I know that there are other teachers who I work with that use WebQuests in their teaching. I will have to seek them out and see if I could get some personal one on one help. I don't think that I will be able to create a WebQuest this year for the unit, as we have already started, but I play to explore this option over the summer when I have more free time. I will be able to develop and implement these into units next school year.
We began our unit on plants last week. So far we have been using technology to help develop understanding by watching videos and exploring websites. Also, we have been taking pictures of the steps we have taken and picture of what we have seen. We are on our way to a photo album of the cycle of the plant. These images and our writing work will be used in the final project.
Goal 2: Using technology as an assessment tool.
I currently use technology to help my students publish their monthly writing pieces. I would like to continue this practice. Currently I have the projects on a flash drive. To make these projects have more meaning and effect on students progress and growth I would like to create online storage and display. I know how to create a blog but I feel that a website would be a better venue for the projects. I would like to learn more about website setup, design and operation. I can view tutorial, enlist the help of colleagues and read texts. Through this students would be able to share their work with friends and family.
To support myself in helping achieving this goal I feel that I will need to seek out the help and assistance of several resources. I feel that one way to accomplish the goal of using data to develop understanding and finding information on a given topic would be to develop WebQuests. I will need to read, watch and use tutorials on developing WebQuests. Also, I know that there are other teachers who I work with that use WebQuests in their teaching. I will have to seek them out and see if I could get some personal one on one help. I don't think that I will be able to create a WebQuest this year for the unit, as we have already started, but I play to explore this option over the summer when I have more free time. I will be able to develop and implement these into units next school year.
We began our unit on plants last week. So far we have been using technology to help develop understanding by watching videos and exploring websites. Also, we have been taking pictures of the steps we have taken and picture of what we have seen. We are on our way to a photo album of the cycle of the plant. These images and our writing work will be used in the final project.
Goal 2: Using technology as an assessment tool.
I currently use technology to help my students publish their monthly writing pieces. I would like to continue this practice. Currently I have the projects on a flash drive. To make these projects have more meaning and effect on students progress and growth I would like to create online storage and display. I know how to create a blog but I feel that a website would be a better venue for the projects. I would like to learn more about website setup, design and operation. I can view tutorial, enlist the help of colleagues and read texts. Through this students would be able to share their work with friends and family.
Wednesday, May 12, 2010
GAME Plan
The National Educational Technology Standards supplies teachers with six performance indicators to provide effective and meaningful learning experiences for their students. While looking over the standards I feel that in order to strengthen my students’ classroom experiences I need to focus on the first two goals (International Society for Technology in Education, 2008).
My first goal is to support student learning and encourage student creativity through the use of technology. Creative thinking can be described as “complex thinking that requires effort and produces valued outcomes. These outcomes are not predictable because the process of higher-order thinking is not mechanical” (Cennamo, Ross & Ertmer, p. 25, 2009). Inquiry-based learning embraces the concept of creative thinking as well as the integration of technology. Through inquiry-based instruction students develop questions about a given topic. They then come up with a plan to determine where they will find their answers. The students set out to collect data. From the data they are able to answer their questions and then share the information with the learning community. To implement this structure into my classroom I am interested in using it to teach my 2nd graders science. Given a unit on plants, as a class we will first come up with a list of questions. We will look at one question at a time and think about how we will find information about the topic. The sources can be from books, experiments, and online resources such as videos, pictures and websites. Students will conduct research and gather data. After we have finished the data collection we will come back as a group and discuss the finding and come to a realization and answer. Finally students will use podcasting, video making or digital art programs to share what they have learned. After each cycle of questioning, researching and sharing I will evaluate the process by seeing if all the students understand the concept, can explain what they have learned with or without the help of their finished project and see if students can make a connection to the world beyond the classroom. From the evaluation I will alter the next cycle.
My second goal is to use technology as an assessment tool. There are many different modalities of learning. Some students are visual learners while other could be audio learners or kinesthetic learners. Although it is not necessary to use technology to provide a varied learning experience to suit all types of learners, technology makes it easier. I am currently able to give all students in my class the teaching tools that are necessary for their understanding. I would now like to focus my attention towards the products that students create to demonstrate their understanding of the given content. There is an abundant number to computer based programs that help students share information in their preferred modality. Podcasting is great for students who like to share information orally. Video making helps students who are kinesthetic learners share what they have learned. Through concept maps other students can visually show what they have learned. The focus of these projects is that students are sharing their understandings while using a modality that they feel comfortable and confident in working with. To monitor the effectiveness of this practice I will view or listen to the final projects. From these projects I will be focusing on if students were able to clearly explain what they have learned. My focus will not be on the technology but rather on the learning process.
Technology is a great tool. When content and technology can be joined, students are given an engaging, active and insightful experience into the world around them.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009).Technology integration for meaningful classroom use. A standards-based approach. Mason, OH: Cengage Learning.
International Society for Technology in Education (2008). National Educational Technology Standards (NETS•T) and performance indicators for teachers. Retrieved May 12, 2010 from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
My first goal is to support student learning and encourage student creativity through the use of technology. Creative thinking can be described as “complex thinking that requires effort and produces valued outcomes. These outcomes are not predictable because the process of higher-order thinking is not mechanical” (Cennamo, Ross & Ertmer, p. 25, 2009). Inquiry-based learning embraces the concept of creative thinking as well as the integration of technology. Through inquiry-based instruction students develop questions about a given topic. They then come up with a plan to determine where they will find their answers. The students set out to collect data. From the data they are able to answer their questions and then share the information with the learning community. To implement this structure into my classroom I am interested in using it to teach my 2nd graders science. Given a unit on plants, as a class we will first come up with a list of questions. We will look at one question at a time and think about how we will find information about the topic. The sources can be from books, experiments, and online resources such as videos, pictures and websites. Students will conduct research and gather data. After we have finished the data collection we will come back as a group and discuss the finding and come to a realization and answer. Finally students will use podcasting, video making or digital art programs to share what they have learned. After each cycle of questioning, researching and sharing I will evaluate the process by seeing if all the students understand the concept, can explain what they have learned with or without the help of their finished project and see if students can make a connection to the world beyond the classroom. From the evaluation I will alter the next cycle.
My second goal is to use technology as an assessment tool. There are many different modalities of learning. Some students are visual learners while other could be audio learners or kinesthetic learners. Although it is not necessary to use technology to provide a varied learning experience to suit all types of learners, technology makes it easier. I am currently able to give all students in my class the teaching tools that are necessary for their understanding. I would now like to focus my attention towards the products that students create to demonstrate their understanding of the given content. There is an abundant number to computer based programs that help students share information in their preferred modality. Podcasting is great for students who like to share information orally. Video making helps students who are kinesthetic learners share what they have learned. Through concept maps other students can visually show what they have learned. The focus of these projects is that students are sharing their understandings while using a modality that they feel comfortable and confident in working with. To monitor the effectiveness of this practice I will view or listen to the final projects. From these projects I will be focusing on if students were able to clearly explain what they have learned. My focus will not be on the technology but rather on the learning process.
Technology is a great tool. When content and technology can be joined, students are given an engaging, active and insightful experience into the world around them.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009).Technology integration for meaningful classroom use. A standards-based approach. Mason, OH: Cengage Learning.
International Society for Technology in Education (2008). National Educational Technology Standards (NETS•T) and performance indicators for teachers. Retrieved May 12, 2010 from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
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