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.