Week 8: Reflection

In summary the actions involved in my GAME plan recognized as critical to meeting the goal to:

Design and Develop Digital-Age Learning Experiences and Assessments and Model Digital-Age Work and Learning 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.

Immediate adjustments to my instructional practice is to provide opportunities for promoting learner autonomy has become an important issue in teaching and learning languages. Learning a language is such a complex task there is not enough time in the classroom for students to learn in everything they need to be fluent in a second or foreign language. Integrating technology for differentiated instruction enables our students to become self-directed learners and at the same time supports creative thinking. Cennamo, Ross, & Ertmer (2010) state that “Authentic instruction provides for, and builds on, learner autonomy. We can support the development of learner autonomy in our classrooms in many ways but one of the basic requirements is that students are able to pursue topics and questions that are interesting and relevant to them.” When students engage in inquiry-based learning through topics that are exciting and interesting for them, they will feel motivated to continue with their language use.

In continuing our pursuit to successfully train students to learn and practice the target language, it is important to identify the connections between the four concepts presented for this discussion and to include in our teaching strategies the GAME plan presented by Dr. Katherine Cennamo (Laureate Education, Inc., 2009a) to set Goals, take Action, Monitor and Evaluate and Extend.

Miriam

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.

Laureate Education, Inc. (Producer). (2009). Program One. Promoting Self-Directed Learning with Technology [Motion picture]. Integrating Technology Across the Content Area. Baltimore: Author.

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

Digital story telling is new for me. This strategy can be incorporated in my lessons to further develop my GAME pan. In accordance with the ISTE National Educational Technology Standards (NETS-T) and Performance Indicators for Teachers, my GAME plan involves adopting strategies to design and develop digital-age learning experiences. 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 as can be done through digital storytelling.

The semester for us ended today. It has been a time full of challenges and opportunities within and outside the classroom. I was very fortunate for having had the tools and resources available to meet the goals established for learning about and through technology and the corresponding resources.Our campus was involved in piloting the use of the interactive whiteboard, the textbook software and the online workbook. I was project leader to supervise the progress and training of 250 students, 10 groups and 7 teachers. We also had the opportunity to participate and involve faculty in Webinars through the Microsoft Livemeeting software and EFL Faculty Development Courses. I am aware that there is still a long road ahead. I am very proud of the work we have done and I also understand there is no turning back.

Miriam

Week6: Revising nmy GAME Plan

This weeks’ resources offered excellent examples of resources that can be implemented in our classrooms and work towards achieve the objectives stated for my GAME plan. I am now at the end of the semester and coincidentally almost at the end of this course. This has been an exciting and fulfilling time for my students, my colleagues and for myself. I have been fortunate to have had the opportunity to implement so much of what we have shared through our discussions and blogs and presented in my applications. In summary, as a group, our language department has gained valuable experience in implementing instructional technology and managing distance education.

Today I will participate in a Webinar “Wikis in the Online Classroom”. MaryFriend Shepard, Laureate Coordinator for Educational Technology and Beate Baltes, Associate Director for Laureate Faculty Development will provide a brief overview of the educational purpose of Wikis. Participants will have an opportunity to not only see a Wiki but also to practice in an actual Wiki. Once the participants are convinced that it is easy to learn and the possibilities are endless, the discussion of how to integrate Wikis in the classroom will be facilitated.

Although I have a heavy workload this week, and I also have experience in creating wikis and participating in these spaces, I see this as an opportunity to share with the teachers in my campus what I have learned through our Walden Master’s program and will be one more step toward meeting another GAME objective in my GAME plan “collaborate with students, peers, parents and community members using digital resources to support student success and innovation.”

Miriam

References:

Laureate Education, Inc. (Producer). (2009b). Program Two Social Networks and Online Collaboration, Part 2 [Motion picture]. Integrating Technology Across the Content Area. Baltimore: Author.

Wikis in the Classroom (2009), Retrieved December 10, 2009, from http://www.eventbrite.com/event/491234295

Evaluating My GAME Plan Progress

In the initial post to describe our GAME plan, I stated my objective to offer students 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. This idea relates directly to the Project Based Learning we have reviewed through the resources provided this week.

I have been doing well to accomplish my goal. My English One students are working on their research projects and will be presenting to their work to the class next week. Students were provided with options to talk about their family, a famous person or their city. Students will apply their technological skills through power point presentations, voicethreads or podcasts.

Working with the online workbook has represented some technological challenges for all. We have worked and learned. I also had an opportunity to provide feedback to a Cambridge University Press representative. Working online has offered the students an additional component as an extension to the classroom lessons and provides additional practice in vocabulary, listening and structure. Students can take the initiative to improve their language skills, working at their own pace and the student results section enables students to self-monitor their own learning.

Miriam