New learning that resulted from the creation of my GAME plan
consists mainly of taking control of both my and my students’ metacognitive
learning process in a way that supports active, authentic, and self-directed
learning through the use of technology.
Setting goals, taking action, monitoring progress, and evaluating and
extending the goals and learning that occurred are all components of my GAME
plans and have helped to generate creative and impactful lessons as the text
promotes (Cennamo, Ross & Ertmer, 2010).
My ability to customize my lessons utilizing the GAME method provides
flexibility when approaching knowledge and skills that are important for my
students and me in the digitized global community of the 21st
century. The impact my new learning will have on my instructional practice will
be far reaching with regard to the adaptations of various strategies the GAME
plan method will help streamline and integrate with emerging technologies. I will revise my plan in the future, based on
my progress, due to these new technologies and the evaluation of student
learning and progress throughout the use of my GAME plans. I expect them to change and adapt to any and
all conditions and variables that may arise.
Adjustments I will make to my instructional practice
regarding technology integration in my content area as a result of my learning
from this course include utilizing all educational technology available at my
school site, encouraging students to use creative software from home and
online, exploring online collaboration and becoming involved in the promotion
of it within my district and larger learning community. Connecting classroom to classroom in
collaborative projects among similar and cross content areas, as suggested
throughout the videos in this course, is something I have already looked into
and plan to eventually extend into a global connection (Laureate Education,
Inc., 2009). I hope to collaborate with
other like-minded teachers to form a coalition of technology driven curriculum
instructors that encourages others to attempt and demonstrate their own want to
become active participants.
I will integrate technology as well as problem-based
learning, online collaboration, and digital storytelling into my instruction by
continuing to update and renew my own skills and encourage my students to
demonstrate and instruct us on any new knowledge and skills they may have
acquired. Although I have, at a basic
level, tried and succeeded at these types of learning and teaching, I must
become proactive in seeking out more varied and effective ways to use the more
in-depth and complex versions of these methods.
This course has not only opened my eyes further to the depth and breadth
of collaborative educational technology, but has added the additional layer of
familiarity and comfortability necessary for me to forge ahead in a role of
leadership.
References
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology
integration for meaningful classroom
use: A
standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate
Education, Inc. (Executive Producer). (2009). Supporting information
literacy and
online inquiry in the classroom. Baltimore, MD: Author.
