My GAME plan to design and incorporate digital tools into my instructional lessons will require that I strategically decide on those that will most effectively motivate and engage my students. I will use assessment data collected and student surveys to identify learning tools that will most effectively match the interests, learning preferences, and intelligences of my students (Cennamo, Ross & Ertmer 2009). After selecting those tools, I will need to open accounts as well as to verify parent permission for students to use the internet for learning. I will also survey my students to determine which students have prior experiences using Google Reader, Digital Stories, or Voice Threads. Those students will serve as support for their peers that have had limited or no exposure. I have also determined that two of my staff members have just begun to use blogs. I will employ their expertise to devise a plan to give all students equal access to our available technology. This past week I downloaded tutorials for three tools I will be using with my students. I will practice using each of the tools to become familiar with the nuances of each program. This coming week, I will meet with my co-teacher to decide on when, where, and how we will implement the use of these tools into our instruction. It will be necessary to consider the availability of computer resources both in the lab and in the classroom, the instructional time to model the use of the technology, and the assignment of collaborative learning teams. Although we plan to utilize these tools in mathematics as well as language arts, we have chosen to focus on language arts first.
In order to contribute to the effectiveness and self renewal of the teaching profession and my school community I will first need to recruit the support of my administrator to deviate from “business as usual” (Laureate, 2010). As my co-worker and I develop our instructional plan for our students, together we will formulate a plan for methodically helping our staff and community embrace teaching 21st century skills. We will informally survey our staff to find the teachers that are most comfortable using technology in the classroom and initiate conversations about the advantages of integrating technology into our instructional practice. It is my intent that we form a collaborative learning community among interested teachers to implement more lessons using 21st century technology tools in order to develop authentic learning experiences.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach: Mason, Ohio: Cengage Learning.
Laureate Education, Inc. 2010 (Producer). Promoting Self-Directed Learning (DVD). Integrating Technology across the Content Areas. Baltimore, MD: Author.