Reflection - EDUC 6713

Reflecting on the GAME plan developed and followed throughout the course provides an opportunity for me, as an educator, to be self-directed as I continue to be a lifelong learner. Through the GAME plan I was able to think about and take steps to direct my learning process. More specifically, I focused on two indicators from the National Education Standards for Teacher (NETS-T) that I did not feel as confident or proficient in at the time of the assignment. These included “engaging students in exploring real-world issues and solving authentic problems using digital tool and resources and collaborating with students, peers, parents, and community members using digital tools and resources to support student success and innovation (International Society for Technology in Education, 2008, p. 1).

In summarizing the new learning that resulted from following the GAME plan is two-fold. First, I have compiled a plethora of different authentic instructional practices gained within the educational technology classes I have attended while at Walden. Likewise to further the repertoire of resources on authentic instructional practices, I conducted independent research via the web. Second, I have approach standards by scaffolding each standard into sequential skills. This will aid instruction by supporting and extending various levels of student’s proficiency.

This new learning will impact my instructional practices by refocusing my efforts on implementing formative assessments to find students’ present level of performances and then ensuring that scaffolding is occurring starting at the students’ instructional levels. Here, I can implement different authentic instructional practices through the use of different technological tools. For example, databases and concept mapping software can enable students to “help students understand the organization of a range of content areas” and teach thinking skills (Cennamo, Ross, Ertmer, 2009, p. 57).

This plan may need to be revised based on the progress made within the technological arena, the learning that I will incur over the next year, and the students I serve and their needs. Another modification will occur to the GAME plan as the state of Ohio transitions from state standards to common core standards.

An immediate adjustment needed to the instructional practice regarding technology integration in mathematics as a result of the learning from this course includes implementing more technology within the classroom. Instead of using traditional means of instruction with the use of paper and pencil, using digital tools to support students’ learning is warranted.  Integrating technology within problem-based learning, social networking/online collaboration, and digital storytelling can occur within each standard taught, whether it be a state standard or a common core standard.

I am more than ever invested in the GAME plan as a means to implement NETS-S within the classroom setting. Through the use of the GAME plan I can grow professionally within my career as a teacher by setting goads, taking action, monitoring my progress, and then evaluating and extending the plan.

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.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved August 10, 2011, from http://www.iste.org/Libraries.PDFs/NETS_for_Teachers_2008_EN.sflb.ashx