Progressing with the GAME plan

As the year goes on, I find that I am incorporating the GAME plan in to many aspects of my life.  The ironic part of this is that I am not, nor have I ever been, a great planner.  Because of this, I surprised myself by becoming a teacher.  Who would have known that understanding how to plan is great start to becoming an effective person?  Because my goal is to become an effective teacher, I realize that my planning must come with action (Cennamo et al, 2009).  Unfortunately, I have been guilty of dreaming of wonderful ideas, without developing a GAME plan to help ensure that my goals would be reality.  Therefore, as a part of my original GAME plan, I aimed to incorporate more creativity with usage of new technology in order to enhance learning.  I also aimed to model some of the skills needed for students to be successful by learning about some new software to enhance the business courses. 

By analyzing my progress thus far, I realize that I am finding some information about the resources I need.  As stated earlier, I wish to incorporate video conferencing or Skype into my Careers course so that students can communicate with students from other schools.  This form of technology will help to improve their sense of character and creativity because they will be performing a role play by portraying the character of a career of their choice.  This portrayal could easily be demonstrated in front of the class, but students may be more engaged by communicating with students from other schools.  I have also never used video conferencing or Skype; therefore I met with the school media specialist to plan a time in which I can learn how to use the equipment.  Collaborating with helpful people in the school could create a level of comfort and assurance when planning to use different forms of technology (Cennamo et al., 2009). 

As I continue to take the steps to ensure my GAME plan, I am realizing that I may need to make a few modifications along the way.  Originally a goal was to incorporate programs such as Publisher and Photoshop into the curriculum so that students can create personal business logos and letterheads for their business letters.  However, I realized that students may be challenged more if they create their letterheads from scratch.  Using templates will not require many skills.  Therefore by allowing students to create images, design logos, and personalize their headings, their sense of creativity will be enforced.  Thus, reiterating the original plan to promote creativity by using different forms of technology.  When allowing students to create their own logos in the past, students took more pride in their work, and seemed to create a better end product.  With these changes enforced, students will be demonstrating the fact that creative work may inspire masterpieces if teachers give the tools necessary for them to be successful (Laureate, 2010b).

Throughout this GAME plan, I have learned so much about my style of teaching.  Like many other categories of my life, I must work hard to reach a goal.  This has nothing to do with my ability to learn.  I am quite effective and efficient if I develop a definite plan of action.  With this action, I realize that communication is vital.  During some self-assessments, I realized that collaboration is not always an opportunity that I enjoy.  However, without reaching out to some of the helpful resources in my school, I would not have realized how helpful they could be.  I also learned that setting goals is not the only part of a GAME plan (Cennamo et al., 2009).  In order for the plan to be effective, teachers should include steps towards action, and methods of monitoring and critiquing the process (Cennamo et al., 2009).  These factors have been important to understand while going through this process.

Though the progress has been a learning experience so far, there are still a few questions that could be answered.   Though I am excited about this plan, I am still trying to think of more types of technology that I could incorporate to enhance the students’ creativity while they are performing their interviews.  Does anyone know if any websites in which students can upload videos and blog?  I would love students to critique their performances.  Also, does anyone utilize the portable keyboards in the classroom?  I would like to modify another aspect of my GAME plan by modeling this form of technology in my classroom.  Any thoughts about either of the questions would be helpful.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Producer). (2012). Assessing student learning with technology. [DVD]. Integrating technology across the content areas. Baltimore, MD: Author.

Integrating Technology into the GAME plan

After looking into my GAME plan more deeply, I realize that I have very ambitious goals.  These goals are in no way “unattainable” however, they are quite ambitious to say the least.  Having adolescent students create modern logos and business stationary by using programs such as Microsoft Publisher is not always the simplest task.  In an ideal world, teachers would be able to provide one source for all students so that they will miraculously understand with the snap of a finger.  However, this dream is rarely a reality in the world of education.  Teachers must view this task as a quest to provide as many resources and strategies throughout instruction so that students from different learning styles can catch hold to it.  This, after all, is the true definition of differentiation.

            With each year comes a more diverse classroom.  As teachers research ways to be more culturally competent and effective, students should reap the benefits.  For this to take place, teachers should have access to various learning resources to help learners become successful (Laureate, 2011).  One aspect of my GAME plan was to allow students to utilize technology that increases their creativity.  Though some manipulation of the assignment choice is needed from my part, students should have access to software that provides another way to learn or see an idea.  This epiphany may be attained by allowing students to create an end-product by using equipment.  For example, students recently used graphic organizer software to create an organization chart of a new teenage business.  Not only did students have to develop the business, but they had to show a way to organize the line of authority in their new business.  This freedom and creativity was very intimidating and scary for some students.  I noticed that some ELLs struggled with organizing the chart.  Therefore, it was be nice to receive some type of software in which students can create an outline of what is needed, submit the outline, and click a function to allow the chart to appear automatically.  A program that allows for incorporating pictures and text boxes would also be ideal.

Another goal is to attain software that I can communicate with the students from my computer.  There is an old saying that “We can’t be everywhere at once”.  However, with this software, teachers have access to the classroom’s computer screens.  Teachers could individually speak to each student one by one in the headset, without drawing too much attention.  Students with learning differences could benefit from extra feedback from my part.  As the class size grows, this would also be a great method to keep a closer eye on trends that are occurring in the classroom.  Though I would need training on how to utilize the software effectively, this step would reinforce my goal of becoming an educator that models the creative learning processes required to navigate new technology (ISTE, 2008).  By doing this, students who are comfortable with new forms of technology will hopefully benefit.  Finally, I wish to incorporate professional software for editing and designing.  Students are often less than thrilled to use some of the software they currently use to design.  However, providing up-to-date software may challenge students enough to keep them engaged.  Students maintain their sense of motivation and anticipation when they are interested and challenged (Nieto, 2003).  Therefore, allowing students to utilize professional editing software will provide more opportunities and capabilities for all of them to stay involved. 

So, what does all of this mean?  I have specific goals, but what is next?  I find myself asking these questions quite frequently.  Teachers are often able to recite specific goals and ambitions; however they sometimes omit a plan of action.  Though many of the resources I mentioned are not currently implemented in the classroom, I must discover if they are ever going to be available.  Just recently, I spoke with some of the technology technicians to determine if the software needed to view students’ computer screens from my computer screen is available. After I hear back from the technician, I will have begun the process of promoting growth in the classroom.  However, communication is still needed about the other resources.  If anyone knows of any professional photo or image editing software, or more user-friendly graphic organizer software, I would love to receive feedback.  Thank you.

References

ISTE (2008). NETs-T. Retrieved from http://www.iste.org/standards/nets-for-teachers

Laureate Education. (2011). Meeting students’ needs with technology, part 1 [Web]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=/webapps/blackboard/execute/launcher?type=Course&id=_1374111_1&url=

Nieto, S. (2003). What Keeps Teachers Going?. New York: NY. Teachers College Press.

Trying again, with a GAME plan

         I try to live my life with the attitude that if at first you don’t succeed, you may need to try something else!  Though one might find this statement to be harsh and pessimistic, I realize that “try try again…” is not always the best solution.  Think about it.  Some say that the definition of “insanity” is doing something over and over with the hope of receiving a different result.  Though “giving up” should never be an option, teachers should be equipped with enough knowledge, motivation, and incentive to try again by using a better strategy.   While currently completing my fifth year of teaching High School students, I realize that I could write a book about the pros and cons of teaching.  However, the most important lesson learned from any book should be that teachers live by helping students, grow by learning, and survive by reflecting on the good moments.  These good moments can only be enhanced if teachers utilize resources available to helps enjoy learning.   As I continue to grow by learning, I realize that my expansion and transformation as a teacher will not take place if I do not remain equipped with new technology and trends associated with this generation.  By critiquing aspects of the NET-S’s  in levels of the GAME plan, I will become closer to growing as an educator.

            One strategy I wish to incorporate in the classroom is to “inspire student learning and creativity” (ISTE, 2008).  After encouraging students to be creative I also wish to “model digital-age work and learning”(ISTE, 2008).  These goals exemplify my teaching strategies and techniques precisely. Before administering these strategies, teachers should implement each step of the GAME plan to be successful (Cennamo et al., 2009).  While observing various high school students, I realize that there is a sense of enjoyment and thrill once there is freedom for creativity.  Not only does creativity enhance the curriculum, but students are able to stay motivated and betrothed when they can develop unique and creative ways of expression (Laureate, 2012b).  This year, a goal is to incorporate more real-life experiences in the classroom by incorporating technology to enhance creativity.  Before students reach these goals, I would like to attend workshops, communicate with colleagues, and develop PLC’s with the purpose of using the best enhancement to enhance these ideas.  This form of collaboration also reiterates the goal of modeling digital-age work and learning.

            In order for this process to be successful, I will need to demonstrate the best action of carrying out my plans, while monitoring my process at the same time.  Not only should creativity be encouraged in the classroom, but students should be given various opportunities to think independently (Laureate, 2012).  Because students are typically required to learn about business protocol in the Business Foundations course, an action would be for students to create business logos, letterheads, company names, and products during the business ownership unit of the Business Foundations class.  By attending workshops and collaborating with peers, students could use software such as Microsoft Publisher and Photoshop to enhance their designs.  Students could also present their findings using presentation tools such as Microsoft PowerPoint or Prezi.  These skills could also be enhanced by staying abreast with the most effective digital tools and presentation skills.  By taking this, an action would be to model and facilitate effective use of current and emerging digital tools (ISTE, 2008).

            As I administer these processes, a goal is to provide summative and formative assessments throughout student learning experiences.  One of the best examples of formative assessments could be for students to compare their business logos with those of professional businesses in the community.  Guest speakers could come and speak with the students about “rules of advertisements” while sharing examples of their work.  I could discuss with students how their work is adding up, and this would also be a great way for me to monitor if I am utilizing the equipment effectively.  Hopefully this collaboration would also help to gain an excellent perspective on how to make changes in the future.

            After reaching these goals, the best way to evaluate whether these attempts were successful would be to observe the students’ work and feedback (Cennamo et al., 2009).  Teachers can gain excellent insight by reflecting over challenges and setbacks so that improvement can be possible.  With these setbacks, comes growth.  I also wish to compare students' grades after utilizing more creative opportunities with their grades before projects like these were instituted.  This comparison will give insight as to what needs to be changed in the future.  With all of these steps instilled, I hope to prove that teachers may benefit more by “trying something else.” 

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom       use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA:      Wadsworth, Cengage Learning.

ISTE (2008). NETs-T. Retrieved from http://www.iste.org/standards/nets-for-teachers
Laureate Education, Inc. (Executive Producer). (2009b). Promoting Self-Directed Learning with Technology [Webcast]. Integrating technology across the content areas. Baltimore, MD:  Author.