Reflection
The GAME plan I developed will be used as a resource this school year. I now have a clear grasp in using different technology resources to enhance my instructional practice and student learning. Further, the newly acquired skills will change the way I plan my instructional lessons and the way I teach. My game plan will be modified as needed to facilitate the needs of my learners through shortening the tasks or added to the tasks. More importantly, the immediate adjustments I will consider will be to use technology based activities within my instructional practice (Cennamo, Ross, & Ertmer, 2009). Technology will be connected to theory through implementing the multiple intelligences approach (Laureate Education Inc. 2011a).

Employing the multiple intelligences approach will enable diverse learners to learn collaboratively and take part in hands-on activities. In addition, employing the group and hands on approach will require my instructional practice to focus on technology integration within my content area(s). The experiences I have gained from this course will enable me to design lesson activities that integrate technology across the curriculum.

Technology resources will be a tool that I will apply to promote social networking/online, self-directed learning, problem-based learning, collaboration, and digital storytelling. I believe creating multiple opportunities for students to learn tasks will enable them to become critical consumers of information (Eagleton & Dobler, 2007). Without a doubt, teaching students to become critical consumers of information will require teaching them to make connections and reflect on introduced tasks (Laureate Education Inc.2011a).

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.

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for Internet inquiry. New
York, NY: The Guilford Press.

Monitoring Your GAME Plan Progress

Monitoring Your GAME Plan Progress

 The knowledge I have gained in this course, “Integrating Technology Across the Content Areas (EDUC - 6713I - 2)” through the discussion threads and activities has made me fully aware that I will need to establish goals to (a) carry out my action plan, (b) keep track of my progress, and (c) enhance my professional growth (Cennamo, Ross, & Ertmer, 2009). The steps I have taken to meet the goals that I have set will be implementing technology literacy and employing technology resources. This encompasses a collection of a number of content related resources that I plan to utilize to teach Georgia common core (CC) 4th grade mathematics. Like every year, I am sure I will have to modify my action plan once I get back in to the classroom with my new students. Modification will be made based on students learning style and demands. According to Engstrom (2005) essentially teachers must be cognizant of or recognize how to assess students' knowledge and skills in research technology to facilitate their technology literacy. Thus far, I have discovered that teaching with innovative technology resources or any available technology will require research, organization, planning and concrete instructional practice. Through combining innovative principles and practices of the Universal Design for Learning (UDL), differentiating my instructional style will open up multiple ways to apply new pedagogy coupled with theory to enhance the needs of the different learners within my classroom effectively (Center for Applied Special Technology [CAST], 2009). Therefore, I have two essential questions in mind presented below.

Essential Question 1:

How can available technology be applied to promote self-directed learning?
Employing open-ended response format can help with moving students forward using innovative technology resources such as online videos. For example, to teach my 4th grade students how to respond to open ended mathematics questions I plan to use a YouTube video entitled “Number Patterns (http://www.youtube.com/watch?v=sKPDKcmlg4I&feature=related). This video presents open ended questions using an illustrative story. This resource will be used to teach the common core (CC) standard 4.OA.5, (produce a number or shape pattern using a presented rule). Recognize obvious features of the presented pattern that were not explicit to the presented rule (e.g., adding the number 3 and the starting number 1 produces terms in the resulting sequence and examining that the terms emerge to rotate between odd and even numbers, and provide details informally about why the numbers will carry on to alternate in this form). The use of videos creates a visual representation which students can revisit and learn in an innovative and resourceful way (Cennamo et al., 2009).

Essential Question 2:

How can students be empowered with 21st century skills to function beyond the classroom?
The Technology for Forced Option will enable me to use the Georgia Online Assessment System (GOAS) (https://www.georgiaoas.org/servlet/a2l). I will use this resource as a tool to create practice content related assessment to enhance my 4th grade students' mathematics skills both in and out the classroom. The GOAS will enable me to select content and standard related multiple choice items from assessment modules customized to prepare students for the state mandated assessment. Further, the GOAS provide the results as soon as the practice assessment is completed with constructive feedback. This will enable me to see what my students have mastered and what my students have yet to master. Further, I will be able to create individualized assessment to meet the needs of my diverse learners. Students will be able to access their assessment from any location and at any time. Their results will be stored in an electronic portfolio. This will enable me to use students' assessment results to analyze their strengths and weaknesses. I will use the information to customize practice assessments to address their learning styles and demands. My main objective is to do what it takes to turn my students into skilled learners. Learners who (a) have the understanding of how to acquire knowledge, (b) desire to learn and (c) are independently equipped to learning agents for life (CAST, 2009).


References:

Center for Applied Special Technology [CAST]. (2009). UDL guidelines, version 1.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines



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.



Engstrom, D.E. (2005). Assessing for technological literacy. Technology Teacher, 65 (4), 30-
32.

Carrying Out My GAME Plan
In my initial blog post, I stated that to develop my personal GAME plan I will utilize Cennamo, Ross, and Ertmer’s (2009) easy steps. The essential objective entails technology integration and promoting self directed learning. As previously stated, indicator one, “Facilitate and Inspire Student Learning and Creativity” will enable me to: "(a) promote, support, and model creative and innovative thinking and inventiveness, (b) engage students in exploring real-world issues and solving authentic problems using digital tools and resources and (d) model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environment" (ISTE/NETS for Teachers, 2011). The resources I plan to employ will be ideas from colleagues, SpiderScrib, journal logs, Ipads, promethean board, voice threads and on line interactive software’s. The additional information I will need will be some models and approaches. The steps that I have taken, thus far is constructing a lesson plan for my 4th grade math students this upcoming school year. The lesson plan is a 5 day common core math standard (MCC4.NF.6) using decimal notation for fractions with 10 or 100 denominators (e.g., rewrite 0.62as 62/100, describe a length as 0.62 meters, and locate 0.62 through a number line diagram). Students will learn that each decimal can represent a fraction with a denominator as a power of ten. Students will recognize that resulting fraction (a decimal fraction). Students will identify place values (Forth Grade Common Core Georgia Performance Standards, 2012). To teach this lesson, I will apply Howard‘s (2004) principle of Universal Design for Learning (UDL) three multiple essentials. The first essential will enable me to obtain content through a variety of resources. The second essential will require me to convey my student’s performances (e.g., what they have mastered). The final essential will be using different ways to captivate and hold my students interest (Howard, 2004). In sum, diverse technology resources will be implemented to facilitate learning, promote self directed learning, and enhance my diverse students thinking and cognitive skills.


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.
Common Core Georgia Performance Standards (2012). Georgia Department of Education. Retrieved from http://www.gcssk12.net/fullpanel/uploads/files/fourth-grade-math-unit-one.2.pdf
Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students.
Learning and Leading with Technology, 31(5), 26–29. Retrieved from the ERIC
database.
National Education Standards for Teachers (NETS-T) located at _Final.pdf http://www.iste.org/
standards/nets-for-teachers.aspx

http://www.gcssk12.net/fullpanel/uploads/files/fourth-grade-math-unit-one.2.pdf

www.gcssk12.net

Personal GAME Plan

After reading and reflecting on the NETS-T for teachers, I decided to utilize Cennamo, Ross, and Ertmer’s (2009) easy steps in developing my personal game plan. Cennamo, Ross, and Ertmer’s easy steps will enable me to develop a personal game plan that promotes self directed learning. The self- directing learning approach will be used to prepaid students to be lifelong learners (Cennamo, Ross, & Ertmer, 2009). To promote self-directed learning, I will employ indicator one, “Facilitate and Inspire Student Learning and Creativity” to: (a) promote, support, and model creative and innovative thinking and inventiveness, (b) engage students in exploring real-world issues and solving authentic problems using digital tools and resources and (d) model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environment (ISTE/NETS for Teachers, 2011).

Goals:

I have 3 essential goals to help my students become self directed learners. My first goal entails incorporating indicator one, elements a, b and d within my instructional practice. The second goal will encompass the use of diverse technology (e.g., laptops, clickers, online software’s, applications, and iPads) within the instructional and learning setting. The final goal is to join some educator’s network and stay abreast with the constant technological changes in regards to teaching and learning. It is important that I explore diverse ways to integrate technology within my instructional practice (Cennamo, Ross, & Ertmer, 2009). The use of diverse technology will enable me to teach old concept in new ways.


Actions:

The actions I plan take to promote self-directed learning will encompass using indicator one and the above elements (e.g., a, b, and d) as outlined below:
• Element A-will used to promote the concept of inquiry-based learning as a measure to help students become independent thinkers and learners. In addition, I will modify the curriculum, instruction, and assessment to meet the learning demands of my students.
• Element B- will create a new way to apply innovative approaches and strategies to integrate existing technology resources.
• Element D- will enable me to integrate blogging or my Podbean reflection page to promote collaborative work and enable students to work beyond the classroom.

Monitor:
My progress will be monitored based on my student’s performances. I will use rubrics as a tool facilitate self directed learning, evaluate individualized tasks and assist students’ performances. Evaluate and Extended Learning:
I will evaluate my learning through assessing what my students mastered and or did not master.
My learning will be extended through researching and using innovative models. Developing lessons and activities using innovative models will create the opportunity to promote active engagement and self directed learning. I believe that shifting gears and adjusting the curriculum is essential in a world where high-tech resources for learning are no longer a choice. Therefore, it is essential for me to transform from teachers to facilitator. As an agent of educating young minds, I plan to do what it takes to help my students to be active in their learning process and become self-directed learners. To that end, this outline will be developed, and used guide to maximize and leverage technology (e.g., simple syndication, weblogs, wikis, audio, video casting, iPads, Twitter, Facebook, and or other social networking) beyond the classroom.


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.
King-Sears, M., & Evmenova, A. S. (2007). Premises, principles, and processes for integrating TECHnology into instruction. Teaching Exceptional Children, 40(1), 6–14.
National Education Standards for Teachers (NETS-T) located at _Final.pdf http://www.iste.org/standards/nets-for-teachers.aspx

ISTE | NETS for Teachers

www.iste.org

Reflection

Introduction
            Since enrolling in the Walden program, I have established that my learning experiences will change the way I teach my students, improve my collaborative relationships with peers and community leaders. The time has arrived for me to change my instructional practice (Thornburg, 2004). Reflecting on the difference between the theoretical aspects of brain based instruction and the multiple intelligence theory in relation to learning is essential.
            My personal learning theories are based on brain based instruction and multiple intelligence.  The brain is shaped based on experience, it changes function based how it is used (Laureate Education Inc. 2011b). To address the use of technology within my instructional practice, over the past year I have been using subject related videos. Furthermore, I have found that the YouTube and United Video streaming network provides resources that present visual representation for all subjects and grade levels.          
            The YouTube and United Video streaming network among other technology resources will enable me to facilitate the different learning styles present in my classroom. I must stay cognizant of how the brain function as it relates to learning to assess, develop, and employ strategies that are neurological (Willis, 2008). In essence, teaching is the art of understanding the demands and learning styles of all students (Lever-Duffy & McDonald, 2008).  As a result of learning from this course, Bridging Learning Theory, Instruction, and Technology (EDUC - 6711I - 1), I have changed the way I deliver my instructions.
            In essence, I now use more technology (e.g., online software’s, applications, laptops, clickers and iPads) within my instructional practice to captivate my students’ interest. Consequently, this course has deepened my knowledge, understanding and instructional practice in terms of bridging learning theory with technology. In addition, I am confident that I can implement most of the available technology (e.g., Microsoft applications, laptops, clicker’s video recorder and iPads) present at my school to teach across curriculum coupled with the resources (e.g. wiki, blogs and voice thread) I have learned to utilize in this course. I have two central goals. My goal first goal is to integrate all or as many existing technology resources as possible into my instructional practice. My second goal is to stay abreast with the constant technological changes in education. Meeting both of these goals will empower me with the needed skills to facilitate 21^st century learners.
Adjustments
            The adjustments will be based on the availability of technological resources because I am always ready to make the needed changes to meet my students’ educational needs. Therefore, to help my students to understand what they must do to achieve success, adjusting what I teach or how I provide access to what I teach is vital. This will encompass differentiating my instructional process through integrating cross curriculum technology activities (e.g., math, science, reading, writing and social studies). To meet my fourth grade students learning needs, I will use the strategy of brain based instruction and multiple intelligence to modify my: (a) curriculum, (b) instruction, and (c) assessment.
              My experiences based on all the course work have made me mindful and has made me rethink my teaching practice. More importantly, I believed that the acquired knowledge that I gained thus far has given me a clearer insight on how to use different theoretical approaches, strategies and practices.  As a teacher and agent of learning, my plans will be to increase my expertise in my instructional practice.
            I will continue to increase my expertise in my instructional strategies by focusing on all the things my students must know and understand. This will enable me to implement traditional teaching pedagogies to innovative pedagogies. Using these two resources can help improve my teaching skills and actively engage students in the learning process (Laureate Education, Inc., 2011b). This will help me in using technology resources to instill knowledge within my students. It is my objective to help all students achieve better success through having a clear understanding of needed skills and the use of proper etiquette in regards to employing innovative technology resources.
Teaching Repertoire
            My teaching repertoire of instructional skills has expanded as a result of this course through teaching with more technology resources (e.g., online interactive tools, iPads, laptops and video streaming). Furthermore, having a blog and wiki of my own is very interesting and exciting because it provides the opportunity for me to share my insights and experience with integrating innovative technology within my instructional practice (Pitler, Hubbell, Kuhn & Malenoski, 2007).
Long-Term Goals
            The two long-term goals I have set are 1) utilize various forms of technology (virtual field trips, online Inspiration and iPads) and 2) develop more student centered activities. The changes I plan to make encompass transforming from teacher to facilitator. This will mean creating multiple opportunities to improve my instructional and student learning process (Laureate Education Inc. 2011a).  In other words, training students to understand and use terminology, details, facts, principles/rules, generalizations, concepts/big ideas, people, places, and events so that they can work collaboratively and independent.

Strategic Outline

o    Implement technology skills within the core curriculum (Reading, Math, Language Arts Social Studies and Science).

o    Adapt technology based instructions and student assessment.

o    Implement, utilize and manage diverse technological tools (e.g., Clickers, Ipads and Wiki).

o    Encourage technology literacy using the students ISTE National Educational
    Technology Standards (NETS) coupled with brain based instruction and
     multiple intelligence theory.

o    Utilize available technology (e.g., clickers, laptops, Ipads) within the teaching and
    learning setting (Laureate Education, Inc., 2011b). 

                                                               Summary
            This strategic outline will be used to help me leverage and maximize technology that applies both research and technology to support cross curriculum standards. I now have a better grasp on ways to help my students to acquire existing required skills with new strategies and approaches.  In doing the course work and participating in the discussion threads, I feel that I am better equipped to implement new methods and approaches within the fourth grade core content to meet the needs of my individualize students learning demands. Although this is a final posting for this course, I will continue to update my blog http://littlemom65hotmailcom-martha.blogspot.com. This blog will be a resourceful space that I can utilize to connect to other educational leaders globally.

                                                                            ReferencesLaureate Education, Inc. (Producer). (2011b). Program eight: Social learning Laureate Education, Inc. (Producer). (2011b). Program thirteen: Technology: Instructional tool
            vs. learning tool [DVD]. Bridging learning theory, instruction and technology.
 Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
            instruction that works.Alexandria, VA: ASCD.

voice thread

I chose the use of Ipads in the classroom as my topic for the voice thread because it is something brand new for my students. The students are loving the ability to use the Ipads. One of the problems is it takes a lot of time trying to get on line and not being booted off while they are trying to research specific topics.

http://voicethread.com/share/2695624/

Social Learning

Social Learning in the Classroom


The theory of social learning can be employed to build a foundation for promoting social learning network via the internet (e.g. Moodle, twitter, facebook, blogging or wiki's). Teachers are agents of resource when they align or modify the curriculum to facilitate students within the learning setting. Base on the methods of the social learning theory peer-to-peer collaboration and supplying feedback right away can enhance how student’s process presented information (Kim, 2001). According to Dr. Orey, this theory can be implemented to encourage students to be active participants in constructing artifacts (Laureate Education Inc, 2011). I have found that when students work on an assigned task collaboratively, they have the opportunity actively take part in the learning process (Laureate Education Inc, 2011).
I have found that when students work on an assigned task collaboratively, they have the opportunity actively take part in the learning process (Laureate Education Inc, 2011). The social learning theory enables students with the opportunity to build around meaningful context through real issues or problems and themes. In essence, I think modeling what is expected can or may help my 4th grade students understand the presented concept and encourages students to share an active role during the learning process (Laureate Education Inc, 2011). To that end, using the theory of social learning will mean facilitating students with construct meaning. The presented knowledge and concept can promote peer-to-peer interaction effectively within the learning setting (Hubbell, Kuhn, and Malenoski, 2007).
Utilizing the social learning theory can promote active engagement between teacher-to-student and peer-to-peer within the learning process (Laureate Education Inc, 2011). Dr. Orey belies that more knowledgeable other (MKO) approach encourages teachers to plan and teach activities that can help students acquire new concept. In addition, Dr. Orey agreed that students can also become agents of MKO for others. Thus, allowing them to share what they learned with fellow students by providing other students to understand the concept through peer aspects. Boyd (2012) argued that all students must be given the freedom to discover and experience things through the use of online resources, this may essentially help them. Further, Dr. Orey suggested that technology resources can be integrated to enhance awareness and tie to information by using multiple inputs to the same information (Laureate, 2009).

References:

Boyd, D. (2012). Cracking Teenagers’ Online Codes. New York Times. Retrieved from http://www.nytimes.com/2012/01/22/fashion/danah-boyd-cracking-teenagers-online-codes.html?pagewanted=1&_r=1&nl=todaysheadlines&emc=tha26.

Kim, B. (2001). Social Constructivism. In M. Orey (Ed), Emerging perspectives on learning teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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