Game Plan

Peggy Ertmer (2010) stated that “two of the four variables in integrating technology are knowledge of the skills and confidence in applying these skills”.  I plan on choosing two indicators from the NETS (National Educational Technology Standards) to focus on in the classroom to build on my knowledge and confidence. 

One indicator I would like to strengthen with my class is indicator 4a: advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. Although I find there ways to integrate technology within my existing curriculum, I have a difficult time finding time to teach Internet safety. Prensky labeled the students in my class “digital natives” because they grew up in a technology driven environment. These students will need to learn how to stay safe in an online community, because they will be using this form of communication in their personal lives and when they enter the job force. To meet goal of effectively increasing my students awareness of Internet safety, I have started collecting reading material that has been published on Internet bullying. Students need to learn the characteristics of a cyber bully so they can protect themselves from them or prevent themselves from becoming one. My students have an ePals classroom in Turkey that they correspond with through email. I plan on designing some Internet safety mini-lessons lessons so students are aware of what is safe to address in an email and what is not.  I will monitor student progress and my own based on how they communicate independently on student blogs and ePals communication. Since I have the ability to approve or disapprove content before it is published or sent, I can closely monitor who understand this NET indicator and who needs some extra assistance. I will evaluate my own learning by keeping records of the mini-lessons that worked and those that did not. I will hold on the articles or scan into the computer as a digital archive. I will reflect upon the tools and strategies that encouraged safe practices for my students, so that I could use them in future years.

Another indicator that I would like to address is 1b: engage students in exploring real-world issues and solving authentic problems using digital tools and resources. I believe that students learn best when an authentic problem or real world application is present. My goal is to become more aware of the authentic activities and assessments I provide my students. One of my science units is about the various soils located in North Carolina. This unit tends to be boring both for my students and for myself teaching the lessons and leading the experiments. Cennamo, Ertmer, and Ross (2009) state that after identifying my goal I need to determine the Action steps I will take to meeting my goal. My first action will be to research or develop a project based learning activity allowing students to identify a sample of soil. I will integrate either a spreadsheet for students to record their information and the characteristics of their sample soil. I will allow encourage my students to take photographs of their soil and post their spreadsheet on a classroom blog for other students to assist in the analyzing process. This will encourage higher level thinking as students compare and contrast the elements of each soil with the soil sample to determine the classification. I would invite a soil expert from one of the surrounding universities to observe the students data and comment on their work. This will provide students with expert advice and create another “real-world” connection. Vicki Davis (Laureate, 2010) states that “whatever the subject taught, others will want to collaborate”. I will reach out to my online community to see if another classroom would want to post a similar project so my students can analyze the differences between the soils in different environments.  Throughout the process I will monitor student engagement and understanding through observation, class notes, and by providing a rubric before the project so students are aware of the expectations. I will evaluate my own learning by documenting the activities that encouraged higher level thinking, or which activities were too abstract for my third grade students. If some of the activities were too difficult, I would know to simplify the project or differentiate the project the following year.

By focusing on two indicators in a year, I am increasing my knowledge and confidence integrating technology without becoming overwhelmed. When I feel as though I have mastered these indicators, I will replace the indicator with another. Since technology is always growing and changing, teachers need to continue to develop as well.

Resources:

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 from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Laureate Education, Inc. (Executive Producer). (2009). Enriching Content Area Learning Experiences With Technology, Part 1. [DVD]. Baltimore, MD: Author.

Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40–45.