While the last week has offered opportunities to evaluate and modify lessons in an effort to increase technology use in the classroom, I find it difficult to write about it on a weekly basis. This week is overloaded with activities that make it hard to think critically about the course presentations while keeping track of student progress in preparation for parent teacher conferences coming up after spring break. On a personal level, I am also dealing with a daughter graduating, keeping up with college writing assignments, and personal family issues. All which are a part of life in modern society. The resources this last week were aimed at improving adaptation methods for technology integration as well as assessment strategies.
The questions posed this week include the evaluation of the effectiveness of my actions in meeting my GAME plan goals. As stated above, I feel overwhelmed with stimuli. However, it was beneficial to observe the resources this week presented. It is extremely valuable to infuse technology into the learning and teaching environment today. With problem based instruction, the problem becomes “the anchor for the content” (Laureate, 2010). In an effort to increase technology use, I am inspired to attempt to include this method of instruction over the coming months.
In response to the second question, what have I learned to apply in instructional practice, I would respond to the afore mentioned attempt at inclusion of problem based learning. I will address the content strand on science curriculum with a lesson on animal habitats. I will guide students in a dialogue about different species of animals, groups will work together to research that animal, and a digital story will be created to share their learning with the remaining class.
What do I still have to learn? I am and always will be a “life long learner”. By continuing my education a Walden and beyond, I will seek new and inventive ways to include technology in my instruction. The biggest challenge is in the cost of such devices and services. With budget cuts that never seem to cease, the future seems bleak.
Finally, when contemplating adjusting my GAME plan, I consider adjustment to instruction. I never attempt to tackle a task as an expert. I always seek peer guidance, suggestions, and support. My adjustment of my GAME plan will continue to be a work in progress, making the necessary changes to monitor and evaluate my own decision making progress through the observation of student outcomes.
Resources:
Laureate Education, Inc. (Producer). (2010). Spotlight on Technology: Problem-Based Learning, Part 1 [Webcast]. Integrating technology across the content area. Baltimore, MD: Author.
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Hi Shawn,
ReplyDeleteI know you are worried about students over using effects and not focusing on the content. Other commentators seem to have found the same thing. I rarely find this to be the case, though. Not that my students don’t sometimes slack on the content, but they rarely go overboard with the effects. Maybe it is because I have older students and many of them come from higher economic tax brackets. I fight apathy and point grubbing, as I call it. I often have students ask me what is the least they can do for an A and so forth. Many of them are used to the effects and have access to much more exciting software than the school can offer. Sometimes, I’d trade for a little distractibility if it came with enthusiasm.
Lindsay