Blog Post: Monitoring Your GAME Plan Progress

I have been doing research on the Internet to find resources that will allow me to offer authentic, meaningful and motivating activities within my classroom. I feel my students are privileged since there are so many websites available for students to practice English. Although any there are many pages designed for language students, practically all of the information found in the target language can be adapted. Some of the sites found are organized around a textbook content and students need to register to have access to all of the materials. One positive aspect is that most of these sites are free. We do have problems with paid resources. Unfortunately, we do not have a budget for this purpose. I do not feel I have to modify my action plan. Student evaluations and satisfaction surveys have demonstrated we are on the right track.

I have learned that as teachers we must find strategies for selecting student materials and resources that will effectively work for our students. Organization is a key word for organizing and sharing the material and general course information. It is very easy for both teachers and students to “get lost” in our new virtual world of online information.

Throughout this process of implementing my GAME plan, I have seen that students not all students have the technology skills required to work online. Sometimes I must invest a little more than I would like to in preparing students to complete the tasks. How can I help these students without taking away from the others and at the same time stay within the class lesson plan?

Miriam

Week 3

In order to implement my GAME plan, I will research the options for implementing differentiated instruction through the use of technology. The amount of resources that are available for EFL language learning and teching is enormous. The access in my university to the different modes of technology and online materials is greater and gained more important than ever before. One of the major developments in our English language teaching program is the implementation of the coursebook software, our online workbook and the interactive white board. I will continue to participate in teacher development courses that will provide further insight to the use of the hardware and the software applied directly to the use of the Touchstone series.

Searching the internet is another great strategy for implementing in any language classroom. This is a great resource and can provide students and teachers with almost any type of information required for the classroom. In a collaborative effort, a team of five teachers and I have researched the Internet to identify online websites that will help students prepare for their Institutional TOEFL exam. Students will take the Exam on November 25th. Advise and recommendations are welcome.

Miriam

My GAME Plan

Implementing technology in the English as a Foreign Language classroom provides for setting to merge the best features of proven and familiar language teaching methodologies, and simultaneously offer motivating and meaningful activities planned to focus on the learning process of the content material and enable students to apply their technological and creative thinking skills to become self directed learners of the target language.

My GAME Plan

Goal

In accordance with the ISTE National Educational Technology Standards (NETS-T) and Performance Indicators for Teachers, my GAME plan involves adopting strategies to a) Design and Develop Digital-Age Learning Experiences and Assessments and b) Model Digital-Age Work and Learning. A key factor in the success of incorporating digital age tools and resources concerns the effectively planning for authentic and meaningful lessons that are student-centered and interaction based to promote active and inductive learning.

Action

The actions recognized as critical to meeting the abovementioned goal is to continue my work with the Touchstone series for learners of English which encourage students to be self-directed learners and to apply critical thinking skills through the application of the interactive whiteboard, self-access software and online resources such as our online workbook which is managed through Fronter, a virtual learning environment, which enables students to foster the understanding of the course content.

To model digital-age work and learning, I have been working as project leader for our faculty development courses for the implementation of technological tools in our English program. My responsibility is to “collaborate with students, peers, parents and community members using digital resources to support student success and innovation.” This semester we have been successful in involving students and teachers in the use of webquests, blogs and wikispaces. I am especially proud of our teamwork for the preparing students to present the Institutional TOEFL exam through the use of online resources.

Monitoring

We have been constantly monitoring and being monitored on the progress of our program through class observations for peer feedback, class observations from our English Program Directors, analysis of quizzes, written exam and oral evaluation results, and teacher and student satisfaction surveys.

Evaluation

By identifying the strengths and weaknesses of our program strategies we can work to further develop our action plans to incorporate new strategies and ideas to strive for full student engagement

Miriam

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. (Producer). (2009a). Program One. Enriching Content Area Learning Experiences with Technology [Motion picture]. Integrating Technology Across the Content Area. Baltimore: Author.

National Education Standards for Teachers (NETS-T), Retrieved November 12, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.