Oh boy. It is always so much easier just to talk about it and not be about it. Actually putting the GAME plan into action or putting anything into action is always daunting for me. I don't know why but general anxiety sets in when I do something that I am inexperienced with. First off, technology is used more as an excuse or crutch in my district than it is something to propel student learning. It will be extremely difficult to incorporate exotic and elaborate technology into my classroom with no student computers and only one teacher laptop and projector. I know that may seem like a cop out to most (and maybe it is) but you have to understand my situation before going on...
My intended learning strategy is to get students to construct or create something collaboratively with one another and with the purpose of gaining a better understanding of our constitutional rights. By the way, I teach high school social studies and the last few years, I have been fortunate enough to teach senior government. The resources I would need is access to a smart board (possible, but need to sign out in advance), our computer lab (so that students can have some time on a computer), my projector and laptop, and I am not certain of what else. I would like to start the project off with a webcast or interview over the internet with a previous or current student (close to age of my students) that has done something similar. They will hopefully instill confidence in them that it is possible, they can get an idea of what the final product will look like, they will hear it from someone other than me and someone they would consider a peer, and finally, they will be encouraged to learn and do so by incorporating technological tools (like the webcast or internet teleconference). I am somewhat playing make believe here because I am not even sure if our district / building has the necessary tools to facilitate such a thing.
I need to know how to make the best out of a least desirable situation. Most of my students have a negative outlook on their school and their school's technology. I need something that will grab their attention and let them know that this assignment, this class and this teacher are for real. I want them to know that although this district is not affluent and necessary tools aren't available, we can still accomplish big things. I know I am being wishful, but I would like to believe that someone or some place in our school system or community could provide some assistance. We have a beautiful public library in our town. Maybe pool together resources with them? I am not sure and sometimes my anxiety can take over when I am not certain if I am heading in the right direction.
So far, the only steps I have taken is doing background research and spending time figuring out what is available. I have learned that we do have two smart boards in the building (for nearly 90 teachers to share). I have not yet try to sign one out, but I have been told that there is a "waiting list." I have spoken to our media specialist and I have been set up with access codes to bypass filtering blocks from internet searching. I have already created a classroom blog and wiki. Students have made a few posts and are becoming familiar with a few basics to using such resources. However, they are still apprehensive (like me) and aren't sure of themselves because it is new to them.
Kevin
Wednesday, November 18, 2009
Thursday, November 12, 2009
GAME plan
The following is my GAME plan to enrich the learning environment of my social studies class by integrating technology into both new lessons and those already created. Two areas that I would like to improve upon from the National Educational Technology Standards (NETS•T)and Performance Indicators for Teachers and Performance Indicators for Teachers are:
1. #1 - Facilitate and Inspire Student Learning and Creativity
2. #3 - Model Digital-Age Work and Learning
The following GAME plan is fit to help me improve myself with regards to these performance standards and indicators:
G : Before starting anything, it is important to set goals. My first goal is to become proficient in the technology that will be implemented. With regards to the first standard of facilitating and inspiring student learning and creativity, I will specifically focus on indicators: c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes and d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. I have created a class blog and wiki for the first time this year. As a result of my inexperience and lack of technology within the district, I have taken small baby steps towards implementing such tools. The students have already been conditioned on how to properly cite online resources and how to properly post onto our class blog. My goal for this is to enhance student comprehension of certain topics through the use of this blog and other social networking resources online. Utilizing virtual environments and other technological tools is a something that I intend on incorporating for many lessons. My second goal of modeling digital-age work and learning will be focused primarily on indicators: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations; and b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. In order for the lesson to be successful, I need to become proficient in the technology that will be incorporated.
A : The action that I will be taking towards achieving these goals are simply to adequately prepare for facilitating such lessons. Due to my inexperience with such tools, I must become proficient in managing these resources. I will coordinate several meetings and collaborate with the media specialist at our school and two teachers of whom I know already have integrated similar technology into their lessons and have been successful. I have already spoken to one of those teachers and gathered valuable information as to how to manage certain functions within such assignments. I will also approach my supervising principal and ask for "friendly coverage" so that I can observe a lesson firsthand from one of my colleagues.
M : I plan on monitoring all student input into the blog and keeping a log of each entry per each student. I have already spoken to our technology director and have inquired about software that may be available that can monitor each computer in the lab during the time spent in class. I will be able to monitor what each student is doing and without being physically standing over them. The difficult task I will have is to monitor those students who will complete their entries and tasks at home online. I am not certain of the appropriate methods for this and will definitely seek out advice from my colleagues at school and my classmates here at Walden.
E: How I intend on evaluating my progress will be according to the responses from my students. I will be able to determine, through their responses, how they are comprehending certain topics and adjust the lesson accordingly. I will need to develop specific rubrics that will outline certain responsibilities and they will be followed by certain deadlines that will need to be met. I will evaluate their progress at various stages of the lesson(s) and not simply at the end.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
1. #1 - Facilitate and Inspire Student Learning and Creativity
2. #3 - Model Digital-Age Work and Learning
The following GAME plan is fit to help me improve myself with regards to these performance standards and indicators:
G : Before starting anything, it is important to set goals. My first goal is to become proficient in the technology that will be implemented. With regards to the first standard of facilitating and inspiring student learning and creativity, I will specifically focus on indicators: c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes and d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. I have created a class blog and wiki for the first time this year. As a result of my inexperience and lack of technology within the district, I have taken small baby steps towards implementing such tools. The students have already been conditioned on how to properly cite online resources and how to properly post onto our class blog. My goal for this is to enhance student comprehension of certain topics through the use of this blog and other social networking resources online. Utilizing virtual environments and other technological tools is a something that I intend on incorporating for many lessons. My second goal of modeling digital-age work and learning will be focused primarily on indicators: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations; and b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. In order for the lesson to be successful, I need to become proficient in the technology that will be incorporated.
A : The action that I will be taking towards achieving these goals are simply to adequately prepare for facilitating such lessons. Due to my inexperience with such tools, I must become proficient in managing these resources. I will coordinate several meetings and collaborate with the media specialist at our school and two teachers of whom I know already have integrated similar technology into their lessons and have been successful. I have already spoken to one of those teachers and gathered valuable information as to how to manage certain functions within such assignments. I will also approach my supervising principal and ask for "friendly coverage" so that I can observe a lesson firsthand from one of my colleagues.
M : I plan on monitoring all student input into the blog and keeping a log of each entry per each student. I have already spoken to our technology director and have inquired about software that may be available that can monitor each computer in the lab during the time spent in class. I will be able to monitor what each student is doing and without being physically standing over them. The difficult task I will have is to monitor those students who will complete their entries and tasks at home online. I am not certain of the appropriate methods for this and will definitely seek out advice from my colleagues at school and my classmates here at Walden.
E: How I intend on evaluating my progress will be according to the responses from my students. I will be able to determine, through their responses, how they are comprehending certain topics and adjust the lesson accordingly. I will need to develop specific rubrics that will outline certain responsibilities and they will be followed by certain deadlines that will need to be met. I will evaluate their progress at various stages of the lesson(s) and not simply at the end.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Sunday, November 1, 2009
Week 8 Reflection (EDUC 6712)
I would say that the most striking revelation involving the new literacy skills would be from week one. Questioning, as Dr. Hartman noted in week one’s DVD program (Laureate Education, Inc., 2009), starts with the students asking a question and that this is backwards from the traditional book culture that we have grown so accustomed to. I haven’t even passed out books this year. We have only used the books twice as reference material. My supervisors are not fond of this fact, and they have made it clear to me that students “need something to take home to mom and dad to prove that work is being done in the classroom.” It is a shame that we spend over 130,000 dollars on textbooks every year.
I have learned how to properly design a curriculum using such templates as our Inquiry-based Unit Plan that we created for this course. I intend on using such practices to design a curriculum based around the many new literacy skills that we have learned in this course and from previous courses as well. In order for me to do this, I must become more proficient in creating effective lessons integrating what little technology is available to me and my students.
One of my professional goals that I have created as a result of this class is to apply for grants from local businesses to obtain more computers, preferably laptops. It is very difficult for me to get amped up about integrating technology when there is a waiting period to access the school lab and there are no computers in the classroom. The lab that I am referring to also has outdated equipment running on ridiculously slow servers (some still run Windows 95 and 98). If I can somehow access a small number of laptop computers, I feel that many of the lessons I would like to incorporate into my teaching could be more attainable. This is a reality that I must face and stop blaming others for.
I have learned how to properly design a curriculum using such templates as our Inquiry-based Unit Plan that we created for this course. I intend on using such practices to design a curriculum based around the many new literacy skills that we have learned in this course and from previous courses as well. In order for me to do this, I must become more proficient in creating effective lessons integrating what little technology is available to me and my students.
One of my professional goals that I have created as a result of this class is to apply for grants from local businesses to obtain more computers, preferably laptops. It is very difficult for me to get amped up about integrating technology when there is a waiting period to access the school lab and there are no computers in the classroom. The lab that I am referring to also has outdated equipment running on ridiculously slow servers (some still run Windows 95 and 98). If I can somehow access a small number of laptop computers, I feel that many of the lessons I would like to incorporate into my teaching could be more attainable. This is a reality that I must face and stop blaming others for.
Sunday, August 16, 2009
EDUC 6653 Week 7 Application
In this week's application, we were to evaluate research methods. Below are four scenarios and with them, I provide a brief rationale for a research method that I feel would be the most effective in answering the question.
Scenario 1: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.
An interactive method called phenomenology within the qualitative research designs would be the best method used to answer the question. In this study, the researcher “collects data on how individuals make sense out of a particular experience or situation” (McMillan & Schumacher, 2008, p. 26). I chose this method because it specifically stated that long interviews are conducted with the subjects and the purpose is to gain their understanding on the issue at hand.
Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.
A true experimental design within the quantitative research is what I feel would best suffice to this scenario. McMillan and Schumacher tell us that, “in an experimental design, the researcher manipulates what the subjects will experience” (McMillan & Schumacher, 2008, p. 23). This is exactly what the researcher is doing in this circumstance. They are making comparisons with students that will and will not receive training on peer mediation. I would also classify this scenario as being a true experimental because there is random assignment of subjects to two different groups.
Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.
Secondary data analysis would best serve this scenario with an accurate answer to its question. In this scenario, the researcher (school counselor) does not need to spend time designing a study or collect data. He or she simply wants to utilize data that has already been collected.
Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.
This scenario screams mixed-method research. The ZASK-R Acceptance Preference Survey provides the researcher with quantitative results that can be shown and the follow-up interviews serve as a qualitative method because it explains why certain behaviors took place. McMillan and Schumacher gave us a great example that was clearly similar to this particular scenario: “For example, a study of how teachers apply the results of high-stakes tests to their instruction might use a written questionnaire to survey a large number of teachers, as well as qualitative interviews to probe the reasons for the use documented in the survey” (McMillan & Schumacher, 2008, p. 28). McMillan and Schumacher also point out that mixed-method research is becoming more popular because of the advantages it has by using a variety of methods to effectively investigate a variety of scenarios.
Reference
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.
Scenario 1: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.
An interactive method called phenomenology within the qualitative research designs would be the best method used to answer the question. In this study, the researcher “collects data on how individuals make sense out of a particular experience or situation” (McMillan & Schumacher, 2008, p. 26). I chose this method because it specifically stated that long interviews are conducted with the subjects and the purpose is to gain their understanding on the issue at hand.
Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.
A true experimental design within the quantitative research is what I feel would best suffice to this scenario. McMillan and Schumacher tell us that, “in an experimental design, the researcher manipulates what the subjects will experience” (McMillan & Schumacher, 2008, p. 23). This is exactly what the researcher is doing in this circumstance. They are making comparisons with students that will and will not receive training on peer mediation. I would also classify this scenario as being a true experimental because there is random assignment of subjects to two different groups.
Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.
Secondary data analysis would best serve this scenario with an accurate answer to its question. In this scenario, the researcher (school counselor) does not need to spend time designing a study or collect data. He or she simply wants to utilize data that has already been collected.
Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.
This scenario screams mixed-method research. The ZASK-R Acceptance Preference Survey provides the researcher with quantitative results that can be shown and the follow-up interviews serve as a qualitative method because it explains why certain behaviors took place. McMillan and Schumacher gave us a great example that was clearly similar to this particular scenario: “For example, a study of how teachers apply the results of high-stakes tests to their instruction might use a written questionnaire to survey a large number of teachers, as well as qualitative interviews to probe the reasons for the use documented in the survey” (McMillan & Schumacher, 2008, p. 28). McMillan and Schumacher also point out that mixed-method research is becoming more popular because of the advantages it has by using a variety of methods to effectively investigate a variety of scenarios.
Reference
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.
Sunday, July 19, 2009
Week 3 EDUC 6653 (educ. research)
I plan to determine if high school students can improve their grade point average in a technology-rich classroom as opposed to a more traditional-based classroom.
Who: high school social studies students
What: effective integration of technology and impact has on student learning as well as their grade point average.
Why: Have a more accurate curriculum built towards modern learning. Methods are up to date with what students are learning on their own as well as rest of society. To increase the technological skills of everyone involved and make today’s classrooms more relevant (not just the students will benefit from an increase in technology).
Research Question: Will students that have computer access at home have a higher rate of success (higher GPAs)?
The question is addressing the factor of students that will be furthering their education by utilizing their resources at home. I am interested in knowing the statistical evidence behind such a question. I believe (with the help of my classmates) that I will be incorporating QUANTITATIVE research designs; particularly comparative and true experimentation.
Who: high school social studies students
What: effective integration of technology and impact has on student learning as well as their grade point average.
Why: Have a more accurate curriculum built towards modern learning. Methods are up to date with what students are learning on their own as well as rest of society. To increase the technological skills of everyone involved and make today’s classrooms more relevant (not just the students will benefit from an increase in technology).
Research Question: Will students that have computer access at home have a higher rate of success (higher GPAs)?
The question is addressing the factor of students that will be furthering their education by utilizing their resources at home. I am interested in knowing the statistical evidence behind such a question. I believe (with the help of my classmates) that I will be incorporating QUANTITATIVE research designs; particularly comparative and true experimentation.
Wednesday, July 15, 2009
ADJUSTMENT (educ 6653 week 2 assn)
I made a mistake with the last post. I was supposed to be more specific and choose a particular issue to research, not many (as I did). I intend on determining if students engaged in more lessons built around technology would have increased grade point averages to those that are presented with lessons in a more traditional way (i.e. lectures, bookwork, etc..). After reading many of the discussion posts, I have found that my research topic emulates that of many classmates. Rather than see that as a negative, I am going to be optimistic: it is obviously a topic of interest and one that will get researched often within these next few weeks. We can all learn from one another and get a well rounded answer to our universal question.
Who: high school social studies students
What: effective integration of technology and impact has on student learning as well as their grade point average.
Why: Have a more accurate curriculum built towards modern learning. Methods are up to date with what students are learning on their own as well as rest of society. To increase the technological skills of everyone involved and make today’s classrooms more relevant (not just the students will benefit from an increase in technology).
Who: high school social studies students
What: effective integration of technology and impact has on student learning as well as their grade point average.
Why: Have a more accurate curriculum built towards modern learning. Methods are up to date with what students are learning on their own as well as rest of society. To increase the technological skills of everyone involved and make today’s classrooms more relevant (not just the students will benefit from an increase in technology).
Sunday, July 12, 2009
Week 2 EDUC 6653 (educ. research)
I plan to determine the most effective method of independent fund raising that will help provide our high school social studies department with adequate technology. I also plan to determine how much more proactive students are in a technology-rich classroom as opposed to a more traditional-based classroom.
Who: high school social studies students
What: effective integration of technology and impact has on student learning as well as the most effective method for fund raising and a proper "how to" access such needed tools.
Why: have a more accurate curriculum built towards modern learning. methods are up to date with what students are learning on their own as well as rest of society. also to increase the technological skills of everyone involved (not just the students will benefit from increase in technology).
Who: high school social studies students
What: effective integration of technology and impact has on student learning as well as the most effective method for fund raising and a proper "how to" access such needed tools.
Why: have a more accurate curriculum built towards modern learning. methods are up to date with what students are learning on their own as well as rest of society. also to increase the technological skills of everyone involved (not just the students will benefit from increase in technology).
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