Reflection

As the school year closes (my last day is June 24th) so does my graduate course on integrating technology across the content areas. As always with a blog integrated course, I am required to reflect on the products and processes introduced in the past eight weeks. So now I tackle the last task before I can officially put the lime in the coconut.

My game plan started with a focus on building leadership skills and understanding assessments. Unfortunately, the timing of the class and the truncated schedule did not allow for my GAME plan to come to full fruition. Whether my goals were ripe or not, I was able to make some improvements in my assessment skills with minor improvements in my leadership abilities. The process was worthwhile for future practice while the requirements may have been frustrating at times due to the circumstances of my own district as budget cuts and new administration guidelines limited my options for implementation of my GAME plan.

I was able to learn more about the development of technology assessments as well as their uses in driving instruction and teaching evaluation. This will help in both the creation of new assessments and the execution of ones that have already been made and tested. Unfortunately, I was also able to learn that new administration often results in a loss of power and leadership roles for teachers for at least a short period of time. I hope that opportunities will be made available in the future, but I am stuck on that part of my GAME plan for right now.

I have already begun to plan for next year’s lessons in a more formatted approach that will allow me to prepare for the tests without losing classroom flexibility. Furthermore, I have started to design three technology integrated projects that I can use in various subjects. This will allow me to integrate technology into my lessons without losing focus on my content area.

GAMEs in school

Not surprisingly, most students in eighth grade understand the concept of standards in curriculum. These students have spent their entire educational career under NCLB which was instituted when they were kindergarten. They have grown up with the process and probably know just as much about objectives as many teachers. Furthermore, many have become interested in teaching as a possible future profession and are more likely to listen about curriculum and modern teaching practices when mentioned in passing. Therefore, I see no problem in introducing a GAME plan for them to advance their skills in the NETS-S standards by teaching them about each acronym. The technology goals can be explained with an emphasis on fluency, citizenship, and concepts (standards 3, 5, and 6). While creativity, critical thinking, and communication (standards 1, 4, and 2) are important, eighth graders still require instruction in the basic skills of use and safety. Then I would explain the GAME plan process and students could chose one standard they would like to focus on and develop their own plan. Depending on how confident I am in being able to get resources for the students to practice their skills, the single standard could be the goal for the year or the year can be split into the different standards with various projects that focus on each standard. This would involve a great deal of planning on my part, but I think the students would respond well to knowing what the purpose of the lessons was while viewing their own progression as technology students.

This idea might be simple explanation, but I think it is the most feasible and straight-forward lesson which they should respond to in a positive manner. It allows them to feel trusted as young adults with higher educational material.

This is the GAME that never ends

Q: If you see a dead horse and you have a stick, what do you do?
A: Talk about your GAME plan!

Seriously, I am really beginning to wonder how this graduate course would run when school was in full session rather than shutdown mode. Actively working on a GAME plan, writing lesson plans, blogging, and posting discussions each and every week is draining enough with relaxed classes. Imagine what it would be like after straight teaching for several hours a day. But it is what it is and neither the instructor nor the students have the key to freedom until we get the course survey in two weeks.
To that end, I will now answer the required questions for week 6:

Q: What have you learned so far that you can apply in your instructional practice? What goals are you still working toward?
A: I have learned a great deal about the use of technology to create and give assessments. Between programs and projects, students can easily prove their competency and understanding of material. Furthermore, they may have more interest in performing well if the information is presented in this new fashion. I am still working on developing my leadership skills which will take time and experience. I will just have to watch for opportunities as they arise.

Q: Based on the NETS-T, what new learning goals will you set for yourself?
A: Another goal I would be interested in is to help inspire student creativity. So many students are used to looking for the perfect way to do their work just as the teacher wants. I would like my students to create something in their own image. There really shouldn’t be a right or wrong way to learn if the information is being properly understood and retained.

Q: If you are not ready to set new learning goals, how will you extend what you have learned so far?
A: There is no overnight change to be made with a GAME plan. I will continue my methods of research and interaction in order to develop my skills in assessments and leadership. The learning process never really ends (even for teachers). I am sure that my confidence will build along with my ability level and the GAME plan will naturally progress as long as I continue to monitor and evaluate my growth as a professional.

Q: What learning approaches will you try next time to improve your learning?
A: I believe that the best way to learn new material and skills is through collaboration. This is especially true when the skills you are trying to learn focus on your interaction with others regardless of their age.

Surviving the GAME

I teach on the third (top) floor of a middle school that has no air conditioning and a majority population that is still in the problematic hygiene stage of their lives. The oppressive heat wave matched with a calendar that is dwindling days away at a snail’s rate has created a great deal of tension. Melt-downs are now figurative and literal. Thus, I will readily admit that this week has involved more of a survival plan rather than a GAME plan. Luckily, part of my survival plan involved giving my students an assignment that required the computer lab which is one of the only air conditioned rooms in the building. This allowed me some free time to discuss my technology goals with the building computer technician. In reference to this week’s questions about the little I have been able to achieve here is a quick synopsis:

Q: How effective were your actions in helping you meet your goals?
A: I have met with the administration and computer technician about the common assessments our department is developing. This has created a good basis of knowledge and the building technician now recognizes me as the person to go to with new information about the assessments as I have become the spokesperson for my grade level. I feel comfortable with exploring the assessments more and plan to do so next year. Of course this is dependent of whether or not I will have a job next year which they still haven’t told me.

Q: What have you learned so far that you can apply in your instructional practice?
A: I have learned that I am expected to teach to the test as stated by my curriculum head. However, I cannot teach to the test if the programming is still flawed. Therefore, I have to continue teaching with my own methods until all the glitches can be worked out. I can also try creating some small quizzes that involve computers as a practice method for myself and the students for the common assessments which will eventually be all on the computer.

Q: What do you still have to learn? What new questions have arisen?
A: I still have no opportunity for learning about professional development leadership roles. Perhaps next year will provide more fodder for my GAME plan. I am beginning to wonder about the various methods of professional development that occur in different districts. This is the first year we are having PD days after school ends and next year we will have seven throughout the year instead of four. I am curious to learn how other districts work as an understanding of this may make me a better candidate for a leadership role in the future.

Q: How will you adjust your plan to fit your current needs?
A: I can use the added responsibility from the assessments to work on my leadership skills. By combining the two goals, I will at least gain a little experience in both before the year ends. Otherwise, I would have to put my leadership goal to the side excepting research.