Reflection: Final Blog Post Self-Directed Learning and Creative Problem-Solving

The overriding theme in this course, in my opinion, has been that effective integration of technology into one’s content area is dependent upon the inclusion of self-directed learning and creative problem-solving on the part of both teacher and students. If, as teachers we are to seamlessly integrate technology and literacy across the curriculum, then we must continue to “engage in professional growth and leadership,” a form of self-directed learning, in order to stay abreast of what is evolving in the technology realm as well as be a part of a support network of professionals sharing ideas and successes in order to “design and develop digital-age learning experiences and assessments” efficiently and productively (NETS-T #5 & 2). We cannot undertake the creative-problem solving necessary to facilitate meaningful exploration of content alongside “technology integration and concepts” (NETS-S, #6) nearly as thoroughly and efficiently without “modeling digital-age work and learning” by collaborating with peers, students and parents (NETS-T #3). So, teachers must first model and practice self-directed learning, which requires creative problem-solving, in order to provide similar experiences for students. And, making use of the ISTE’s Technology Standards is a natural, logical way to ensure both of these practices.

On the part of students, an efficient and powerful way of facilitating self-directed learning and creative problem-solving while learning and practicing content, subject area skills and technology competencies, is to solve problems. Given tasks that require them to research the solution to a well-crafted problem or support a well-written thesis using online collaboration to assess and revise, and digital media to present outcomes, requires students to synthesize and apply content in a self-directed, sophisticated manner. Both the fact that they are in control of constructing meaning for themselves, and applying technology to do so, makes the learning authentic and highly engaging. In addition, the “open-minded, expressive, inventive, confident, flexible, passionate persistence” indicative of creative thinking are intellectually and emotionally rewarding for students (Promoting Creative Thinking with Technology, Laureate, 2009).
The problem or inquiry based nature of such lessons or units provide an easy window to include “creativity and innovation, research and information fluency, and critical-thinking, problem-solving and decision-making” (NETS-S # 1,3,&4). Moreover, online collaboration facilitates the communication, digital citizenship and technology operations and concepts standards (NETS-S, #2,5, & 6). And, finally, using digital media to present outcomes brings together all of the National Educational Technology Standards for Students.

The key to both of my professional GAME plan goals is online collaboration and communication. My goals are the following:

Goal #1:

1c Facilitate and inspire student learning and creativity by promoting student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes (ISTE NETS-T, 2008).

Goal #2:

5a Engage in professional growth and leadership by participating in local and global learning communities to explore creative applications of technology and improve student learning (ISTE NETS-T, 2008).


What I have learned through this course is that collaboration is critical for both me and my students. The class wiki we used to develop and revise our Unit Plan gave me the examples, support and feedback necessary to make my unit far stronger and helped me narrow down an incredible number of resources until I found and applied Google Groups for my students’ online collaboration and Windows Media Player and Photo Story 3 for their digital story format. In addition, I have developed a habit of blogging, and following professional blogs through Google Reader, that has been instrumental in getting me on track with setting up several online communication formats for my students.

Immeidate adjustments I have made to my instructional practice is to frame learning goals as questions and inquiries more often, whether on larger projects or small-scale content lessons, and to incorporate digital communication, reflection and synthesis or “mind tools” into both instruction and student learning activities. As a result, my students are in the process of joining Google Group pages for reflective discussions and feedback on class assignments. I have also set up wikis for students to collaborate within groups and between classes in order to facilitate a project we will be starting in a few weeks. I have bookmarked, used and intend to share online examples of digital storytelling as I model and teach my students how to use the medium. I intend to develop class Delicious accounts for sharing resources and teach students to use the site to manage sources they use both for free domain use and citation. All of these have been possible through online collaboration and communication.

This past week cuts in education made headlines in my local paper. “In another sign of the recession and tighter school budgets, the number of teacher openings in Connecticut shrank dramatically this year as school boards try to get by with fewer teachers, a trend that has lead to larger class sizes and fewer course offerings” (Merritt, 2010, B1). It is not a novel idea that in tough economic times one must work harder or “smarter” to make do with less. In my opinion, masterful planning and efficient use of available resources are critical today and always in education. Through collaboration, we can manage abundance on web-based resources efficiently, and so can our students. And, perhaps most importantly, doing so will help them master the creativity and self-directed learning skills they will need to become successful, productive 21st-century citizens.



References:

International Society for Technology in Education (2008). National Education Standards for Teachers (NETS-T). Retrieved on 02/08/10, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.


International Society for Technology in Education (2007). National Education Standards for Students (NETS-S). Retrieved on 4/9/10, from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf

Laureate Education, Inc. (Producer). (2009). Programs 1 and 2: Promoting Self-Directed Learning with Technology, Promoting Creative Thinking with Technology (Motion picture). Integrating technology across the content areas. Baltimore: Author.

Merritt, G. E. (2010, April 7). Teacher job shortage, number of openings shrinks sharply statewide amid bad economy. The Hartfor Courant, pp. B1, B8.

PLEASE Advise!

Have any of you blogger educators tried using Google Groups for threaded discussions in your schools?

I have been doing lots of experimenting with a class blog and wiki, but stumbled upon Google Groups yesterday and it looks like a better format for posting reflections and targeted comments.

If you have used Google Groups, were there any pitfalls? Advantages?

Thank you for your advice!

Using the GAME Plan Process with Students: Week #7

How will I use the GAME Plan process with my students to help them develop proficiency in the technology standards and indicators outlined in the NETS-S?

If the overriding theme of this course has been the importance of promoting self-directed learning and creative thinking with the use of technology, then it stands to reason that these endeavors will be augmented by having students follow the GAME plan process in a manner similar to what we have done within our Problem-Based Unit. If we begin by having students set goals (or the G of GAME), where possible, as in the case of inquiry, project or problem based lessons, then students have more control over what direction their learning takes and the “creative thinking process” has begun (Laureate, 2009). From there, as students progress through the action and monitoring phases (the A and M of GAME), they will build both “information and research fluency” and “communication and collaboration” skills as they research possible solutions or outcomes using internet and social networking and collaboration resources (NETS-S, 2008). As they progress through the repeated evaluation and revision stage (E of GAME) and develop their final digital products and presentations, students will find that they have practiced each and every ISTE Standard for Students including those listed above and “creativity and innovation, critical thinking, problem-solving and decision-making, digital citizenship and technology operations and concepts” (NETS-S, 2008).

Essentially, I intend to make most lessons problem, inquiry or project based. I will facilitate student goal-setting by giving them more opportunity to construct meaning in this fashion. Next, I will make certain that students use online networking to synthesize their understanding of content, communicate what they learn, and contribute to the learning of others both near and far. I recognize that online social /educational networking has played a major roll in helping me make gains within my ISTE teaching goals of both “engaging in professional growth and leadership,” and “inspiring student learning and creativity” (ISTE NETS-T, 2008). I am motivated to facilitate a similar opportunity for my students, an know that online networking and collaboration bring to bear all of the indicators of “digital citizenship” in the NETS for Students and, at the same time, are an ideal and productive manner in which to support each step of the GAME plan process. Goals, actions, means of monitoring progress, and revision of goals can all be more easily accomplished with the combined effort of collaborative communities of learners (Laureate, 2009). Finally, I intend to model, teach and give opportunities for students to practice multiple forms of digitally demonstrating what they have learned. Although software and hardware applications change continually and present unique problems in a school setting, students and I will forge ahead into 21st-century learning together. Ultimately, creative, self-directed learning is practiced as students and I research, interpret, experiment, solve problems, assess progress, create presentations and evaluate effectiveness and continue to build on successes over time.


References:

International Society for Technology in Education (2008). National Education Standards for Teachers (NETS-T). Retrieved on 02/08/10, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.


International Society for Technology in Education (2007). National Education Standards for Students (NETS-S). Retrieved on 4/9/10, from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf

Laureate Education, Inc. (Producer). (2009). “Programs 1 and 2: Promoting Self-Directed Learning with Technology, Promoting Creative Thinking with Technology” (Motion picture). Integrating technology across the content areas. Baltimore: Author.

Revising My GAME Plan: Week #6

Goal #1:
1c Facilitate and inspire student learning and creativity by promoting student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes (ISTE NETS-T, 2008).

Goal #2:
5a Engage in professional growth and leadership by participating in local and global learning communities to explore creative applications of technology and improve student learning (ISTE NETS-T, 2008).

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To begin with, I am too excited about the progress I am making toward my initial two goals to consider changing course at this time. I feel as though the number of resources I have looked into, the insight I have gained from the ideas and lessons of my Walden colleagues and the understanding I am gaining from the course materials are coming together in a way that is empowering me to make true progress.

What have I learned so far that I can apply in my practice?
One of my goals last week was to scale down PBL ideas to use a bit more frequently throughout the school year. I can honestly say, that I have added a new layer to the way I present material and facilitate closure or reflection on the part of my students. I am presenting many ideas within my content area as problems, and have shifted my way of thinking in such a way as to frame my students as problem-solvers most of the time. It has been a kind of paradigm shift, a new way of approaching content. As for the Ancient Rome Project, I plan to make that a full-scale PBL, including data collection, analysis, online collaboration and digital presentations. It may take some careful integration of home and on-campus after school computer time to make it work, but I am up for it.

What goals am I still working toward?
New strategies I am working on with respect to both of my goals is the online educational networking piece, or really using technology to enhance student reflection and allow students to learn from the reflection and input of their peers. I feel much more able to get a web-based learning and collaborating network up and running this coming week, and figure out how to have students tag posts to make them easier for my to manage according the class period. Given all of the information Vicki Davis imparted in this week’s course DVD detailing the features and benefits of blogs, nings, wiggios, micro-blogs, and the like. I am currently in the process of comparing some of the web resources she mentioned and plan to have students begin some form of online social/educational, similar to what we do via Walden, once they return from Spring Break the week after next. I have wanted to use the asynchronous reflective response model for some time, but honestly didn’t quite know where to begin and what the differences between some of the resources were. After this week’s video, I feel that I know enough to choose a platform and start small in an effort to work out the kinks prior to my unit on ancient Rome.

How will I extend what I have learned so far?
I was also excited this week to locate some collaborative learning projects that I could participate in with other teachers around the world. A couple of things have come together to make this more likely for me. First, I was granted a new assignment for next school year, teaching seventh graders, using laptop computers, in a world geography context. I am thrilled with this assignment, because it gives me both the hardware resources and the flexibility to explore many projects already in place including some of the “flat classroom” offerings. So, in terms of extension, I would like to narrow online collaboration opportunities down to a short-list of 3 to 5 that I can present to my team for next year. It is my hope to make these projects interdisciplinary, and build collaboration opportunities between the other teachers joining this new cluster for next year.

What learning approaches will I try next time to improve my learning?
Along with my new assignment comes a new team and a team from last year that is looping to eighth grade with their students from this year. The group of teachers looping will be a valuable resource for me to learn from and share new ideas and resources with. So, my “new learning approach” for the near future is to develop enough of a tech plan to approach the looping team and ask for advice, while having the potential of offering them some ideas they haven’t explored yet. I intend to do this using what I have learned this week from Vicki Davis and my colleagues’ ideas posted on their blogs.

References:

International Society for Technology in Education (2008). National Education Standards for Teachers (NETS-T). Retrieved on 02/08/10, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.

Laureate Education, Inc. (Producer). (2009). Program 8. Spotlight on Technology: Problem-Based Learning (Motion picture). Integrating technology across the content areas.Baltimore: Author.

Laureate Education, Inc. (Producer). (2009). Program 9. Spotlight on Technology: Social Networking and Online Collaboration [Motion picture]. Integrating technology across the content areas. Baltimore: Author.

Evaluating GAME Plan Progress, Week #5

Goal #1:
1c Facilitate and inspire student learning and creativity by promoting student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes (ISTE NETS-T, 2008).


How effective were my actions in helping me meet my goals?
This week’s learning has helped me meet my first goal in that researching and applying PBL (Problem-Based Learning) scenarios opens up a whole new area of “collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning and creative processes (ISTE NETS-T, 2008). Taking the time to evaluate many web resources, read and reflect upon the blog and discussion postings of colleagues, and attempt to synthesize these within the context of the course text resources all helped me determine how to apply PBL within my ancient civilizations course in a number of ways.

What have I learned so far that I can apply in my instructional practice?
I have learned that basing learning activities on problems gives students the opportunity use technology to “clarify and define the problem, gather and analyze data, present solutions, engage in reflection, and produce a product to demonstrate the final outcome” (Laureate, 2009). I have also learned that the problems students solve do not have to take place in modern times, but that I can have them pretend to be ancient philosophers, politicians, architects and scientists solving problems that existed back then and, ultimately, analyzing how these types of problems have changed or remained the same throughout time. I have truly figured out how to apply PBL to my curriculum while focusing on state social studies and technology standards.

What do I still have to learn? What new questions have arisen?
I still need to determine how to scale down my project ideas to fit within the time-frame that works for both computer lab sharing and interdisciplinary planning. As a middle school teacher, I need to be mindful of sharing the lab throughout the year, as well as the long-term project schedules of my peers teaching other subjects. We have fallen into a schedule of sorts to be certain that resources are available and that students are not overwhelmed. Basically, I cannot add a 4 to 6 week project in addition to the one our department traditionally undertakes in grade six. So, how can I use PBL at least two to three times per year, yet scale the projects back enough to make it manageable for students to be successful?


How will I adjust my plan to fit my current needs? At this point, the adjustment I need to make to my plan is to direct my inquiries toward methods of presentation. I feel knowledgeable in the other areas outlined above, and am waiting on district feedback regarding electronic means of student reflection still. So, this week, I plan to explore Media Player, Flickr, voicethreads.com and other types of digital presentation software. This seems to be the next piece in need of research, and within my control.

Goal #2:
5a Engage in professional growth and leadership by participating in local and global learning communities to explore creative applications of technology and improve student learning (ISTE NETS-T, 2008).

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This second goal continues to help me make progress toward the first goal. My participation in the “local learning community” at my middle school has been helpful in that conversing with my student teacher and a few tech-savvy colleagues has helped me process and build upon ideas in short, productive bursts. In addition, my participation in the more “global” Walden community, including the digital classroom and blogs, has been critical in helping me find and make use of many new web resources this week. I have not only familiarized myself with several PBL support sites, but many social studies sites with primary-source-based evidence and teaching and learning strategies, and engaging, relevant streaming video resources as well. I intend to apply all of these to my practice in multiple ways. Moreover, their digital availability makes them highly accessible to both students and me, from multiple locations and devices. Once of my PBL ideas involves students acting as teachers, so the accessibility of these resources for all of us is critical, and will make both of our jobs easier. Imagine, for example, a group of students teaching a class and facilitating a learning activity concerning the Peloponnesian War. Easy access to streaming video, photos, Power Point presentations and quiz or game making software will greatly facilitate the process!

I am feeling pretty good about goal #2, and see this as an area that I have made a habit of working on continually. My next plan adjustment is to expand by “local learning community” to include my students as they experiment with teaching options and we learn from one another.

References:
International Society for Technology in Education (2008). National Education Standards for Teachers (NETS-T). Retrieved on 02/08/10, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.

Laureate Education, Inc. (Producer). (2009). Program 8. Spotlight on Technology: Problem-Based Learning, Part 1 (Motion picture). Integrating technology across the content areas.Baltimore: Author.

Monitoring My GAME Plan

Goal #1:

1c Facilitate and inspire student learning and creativity by promoting student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes (ISTE NETS-T, 2008).

Goal #2:

5a Engage in professional growth and leadership by participating in local and global learning communities to explore creative applications of technology and improve student learning (ISTE NETS-T, 2008).

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I have not made as much of progress as I had planned to on my personal/professional GAME plan this week, however, I have had some technology-enriched lessons go well this week, and have shared some fruitful exchanges of ideas with a new student teacher in my classroom.

With respect to resources and information, I got some valuable leads from colleagues’ blogs this week, which I am excited about, and which are moving me closer to my goal of setting up class blogs. The only hold-up, and it is understandable, is that I have not been able to meet with our technology staff yet. I am waiting for a response to a meeting I’ve requested concerning setting up a blog on the school server, or which public blog sites are acceptable, and the practicality and possibility of setting up an electronic drop box for assignments to be submitted to me. Yet, the helpfulness of these ITC blogs, as well as our Walden discussion threads, really apply to both my goals of getting digital discussions started with and between my students, and participating in local and global learning communities.

I do, however, think I need to modify my action plan, somewhat. In the same manner as I must wait until our tech experts have the time to meet with me, I need to accept the fact that participating in a new learning community will have to wait for the moment. I have just begun working with a student teacher and am working hard on my electronic portfolio. I truly don’t have the time to locate or participate in a new online community. Yet, I am thoroughly enjoying working with this student teacher, and I believe he is benefiting from the technology I have already integrated into my classroom. Today we had a grand time bouncing ideas off of each other, helping students complete a web quest / timeline of ancient Greece, digitally, and do some minor research as to Greek inventions while citing sources in the newest MLA format. Our combined enthusiasm was palpable, and I am confident that his comfort using technology with students will continue to increase as we work together. During his time teaching my classes, I have two more computer lab reservations, and we began this first day brainstorming how he/we might use them. So, in a sense, this is our own small, local learning community - one in which we are both acting as teachers and learners.

Upon reflection, this week has taught me to be less rigid in my interpretation of how to achieve the NETS for Teachers. I may be moving toward my first goal more slowly, and my second goal in another way than what I’d imagined, but I am making progress and my goals are crystallizing. I suppose the reflection for this blog entry has helped me realize that, like ever-changing technology itself, one’s journey to become more proficient in its use can be unpredictable evolution as well. In order to “increase my participation in local and global learning communities,” I need not only locate and join new communities for my own learning, but I need to contribute to communities of learning as well.

Carrying Out My Game Plan: Resources & Information Needed

With respect to my first goal of “facilitating and inspiring student learning and creativity by promoting student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes” I have been researching possible blog hosts that will work and be allowed in my school building (ISTE NETS-T, 2008). Admittedly, I am most comfortable with the host I am currently using, blogspot.com, and have found that visiting the blogs of current and past colleagues at Walden University has given me new ideas as to how I might use a blog with my middle school classes. The next step for me is to meet with the technology “guru’s” at my school for information regarding the feasibility of setting one up for each class. They are my most valuable resource at this stage. We have had a recent change in district-level administration that may afford new opportunities within this area, so I am anxious to speak with our “resident experts.” I would very much like to set up both a threaded discussion format, as well as a drop box, like the one we work with at Walden, to be able to evaluate student work and offer feedback electronically. With continual attempts to upgrade computers in our large school, not all machines have the same software, so printing not only consumes paper and ink, but is not always a fully accurate representation of student work if, for example, they have created something in Excel 2007, but must print on a machine with 2003.



As for my second goal of “engaging in professional growth and leadership by participating in local and global learning communities to explore creative applications of technology and improve student learning, I am in the process of seeking out local and global learning communities dedicated to improving student learning with technology application (ISTE NETS-T, 2008). With respect to this goal, currently, my work at Walden; following colleagues’ blogs, keeping up with the many excellent resources and submitting my final NINE eportfolio artifacts to finish this program by April 25 is all the professional growth I have time for outside of what my school dictates. I have, however, bookmarked several excellent web resources that I look forward to getting back to throughout the summer.