Carrying Out my GAME Plan

Last week I established two goals to further integrate technology in my classroom.  I focused on the NETS-T standards 4a and 6a to set my goals for my GAME plan (ISTE, 2008).  The next step in my GAME plan is to set steps to take to meet my goals.

First, to support my use of technology as an assessment tool is to use our district’s student network drive as simplified version of “dropbox”.  Originally, my students and I were going to use GoogleDocs but as I reflected on the efficiency of students accessing GoogleDocs versus our already established network, it feels more fluid for students start with the network drive.  Two other reasons to use the network drive are students can easily save any type of file to the drive and others will have the ability to access the saved work when using another school devise. GoogleDocs would be more effective if more of my students had access to computers at home where they could continue their work beyond the classroom walls.

Second, in working with a diverse range of students I know that they come to us with varying degrees of preparation, prior experience, and support at home and in the community (Coulter, 2008).  To take action in supporting my diverse learners, I have created strategic groups of four where students’ strengths and weaknesses are balanced.  Each student has a specific role, which they chose based on their understanding of their own strengths and weaknesses.  My favorite part of the task is that the group cannot be successful unless all four members work together and do their part.  The students are working together to build a wiki based on their investigations of how to construct a vehicle where the energy released from a rubber band can send a vehicle into motion.  Two of my students who struggle with literacy skills are in charge of documenting their groups work through photography.  A student who struggles with fine motors skills in charge of the groups organization and supplies.  My final two students who struggle with critical thinking are paired with students who are great at summarizing and paraphrasing scientific information (knowledge from previous units).  Hopefully, with these strategic placements, the students can focus on building their wikis as a collaborative team and developing their technology skills.

“While technology is not essential to creating authentic, learner-centered instruction, it offers a powerful resource for engaging students in authentic experiences, typically increasing both their motivation and their learning” (Cennamo, Ross, & Ertmer, 2009).   By taking steps to meet my goals, my GAME plan is developing into a plan that will transform my classroom and support my students’ pathway to becoming self-directed learners.

:) Katie Weichert

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.

Coulter, B. (2008). Bridging the gap with technology. Connect Magazine, 22(2), 14–15

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers