Final Review: A Reflection EDUC-6713

For this blog post, I will reflect on the course Integrating Technology Across Content Areas at Walden University.

Summarize any new learning that resulted from your following your GAME plan and explain what impact your new learning will have on your instructional practice.

There are two indicators based on the ISTE-T standards that I needed to improve and strengthen my confidence and proficiency. The first was standard 3b: Model Digital Age and Learning. “Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation” (ISTE, 2008). Secondly, standard 4b: Promote and Model Digital Citizenship and Responsibility. “Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources” (ISTE, 2008).

Because of this course, I actually studied and not glanced over the ISTE-T standards. Plus, I know that GAME plans are not only great for students, but I should be using them in my teaching practices. “The GAME plan requires you to think about and take steps to direct your learning process, specifically while learning about technology and how to integrate it into the curriculum (Cennamo, Ross, & Ertmer, 2010, p.3). It is my job to educate my students on how to set goals, take action, monitor, and evaluate and extend (2010). Creating my own GAME plan reminded me that I want my students to be self-directed lifelong learners too.

Some accomplishments of my GAME plan already include updating my blog weekly and emailing parents. I have also sent out a survey to parents gathering information about their students’ skill levels. Also, a local blogger and news anchor is coming into my classroom to talk about writing.

Describe any immediate adjustments you will make to your instructional practice regarding technology integration in your content area(s) as a result of your learning from this course.

 Because of my GAME plan lessons, I no longer thinking that technology is not just a movement time killer. I want my students to move in my PE classes and I viewed technology as taking up a lot of time. My colleagues in this class have shared wonderful resources throughout the eight weeks of this course. Plus, reading and watching all the videos in the last eight weeks have me feeling confident. Now, I know that I can utilize technology without loss of movement time.

I already started to use social media in my classroom. Started using the seesaw digital student portfolio. These portfolios allow for collaboration and reflection. Vicki Davis (Laureate Education, Inc., 2009b) stated that a social media in the classroom benefit is that it allows synchronized teamwork. Anything that provides more coordination, collaboration, and teamwork in my PE classroom is a plus.

I am more confident in introducing problem-based learning lessons into my curriculum. Plus, technology can enhance a PBL lesson. Dr. Peggy Ertmer (Laureate Education, Inc., 2009a) stated that benefits of PBL include: promotes students’ development as self-directed learners, students learn how to collaborate with others, and problems are typically cross circular.

There are excellent PBL lessons that will provide movement time and is meaningful to my students.

In general, this course provided me with more confidence in my teaching practices. I have learned so much from my colleagues in this course and my professor.

References

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. 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/standards/iste-standards/standards-for-teachers

Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas: Spotlight on technology: Problem-based learning, part 1. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas: Spotlight on technology: Social networking and online collaboration, part 1. Baltimore, MD: Author.

Studying game tapes: Monitoring my GAME plan

Most great coaches record their players working on a certain skill. Plus, they probably review game tape so they can strategize for the next. Much like a good coach, teachers always have to reflect or have to strategize for the next hour, period, day, week, month, and even year. Cennamo, Ross, and Ertmer (2009) stress the importance of reflection and engaging in reflective judgment.

Are you finding the information and resources you need?

I have been researching ways to incorporate and communicate to families. I joined the PE Central Facebook page, and it has been a wonderful resource! It is on there that I found this awesome app that I cannot wait to use with my students. It’s called Seesaw (http://web.seesaw.me/), and it is a student-driven digital portfolio. The parents have an option of monitoring and commenting on their student’s work. This will directly link to the ISTE standard that I want to improve on: Model Digital Age and Learning. “Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation” (ISTE, 2008).

Do you need to modify your action plan?

Yes, I modified my action plan. I was going to have my student just blog until I found this great app. Students have the options to upload a writing assignment, take pictures, take videos, and so much more. It is such a better fit for my PE classes.

What have you learned so far?

While taking a look at my other standard I want to improve, “Promote and Model Digital Citizenship and Responsibility. “Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources” (ISTE, 2008). I know that meeting the needs of diverse learners will always be a challenge for myself. Utilizing UDL principles will strengthen my lessons and get rid of barriers. Also, meeting the needs of diverse learners will not just magically happen over night. Reflection is key after each lesson. Who was getting it? Who struggled? Who could be the “coaches” for the next lesson?

What new questions have arisen?

The whole new aspect of students creating a digital portfolio instead of a blog is a huge question or concern. I spent all this time researching blogs, and I loved everything about them. However, this digital portfolio app, I can still incorporate the blogs but students have even more options. In the resource section this week there are great resources about digital portfolios. I included a great graphic that sums up digital portfolios well.

References:

Barrett, H. (2011). Balancing the two faces of e-portfolios. Retrieved fromhttp://electronicportfolios.org/balance/index.html.

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

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

Equipment Needed: Carrying Out my GAME plan

Review

I want to have more confidence and proficiency while collaborating with students, peers, parents, and community members using technology. Secondly, I need to address the needs of all learners by using technology in my PE classes.

Equipment (Resources) Needed

-Readily available access to the internet (I know it sounds so simple, but my school is not yet 1:1)

-A classroom blog

-Local Celebrity/blogger

-A culturally responsive teacher

-Learner-centered strategies

-IEP’s or 504 plans

Play-by-Play or the NOW WHAT?

Fortunately, I do have access to the internet, but some of my students do not.

To ensure that I am collaborating with parents, I will keep my classroom blog updated. I will continue my “one bad, two good rule.” For every “bad” phone call I make home, I make two “good” phone calls to other students’ parents.

My friend is an anchor at a local news station. She also has a successful blog. I already asked her to come in and talk to my students about blogging. Hopefully, this will motivate students!

Hopefully by the end of my GAME plan, I will be the culturally responsive teacher. “A culturally responsive teacher is one who understand and capitalizes on the unique cultural attributes of students, including their experiences, as resources for promoting student achievement” (Cennamo, Ross, and Ertmer, 2009, p. 166). During my dance unit, I could have students teach others dances of their culture.

As for now and all my units, I will use more learner-centered strategies involving technology to benefit the needs of all learners. I will model and promote a collaborative environment. My use of student blogs in my PE classes will help students reflect and collaborate.

It is important to know who has IEP’s or 504 plans, so I can meet the needs of all my students. I can use assistance technology tools like: visual considerations, language applications, voice recognition systems, and organizational software (Laureate Education, Inc., 2009). Realistically, in my PE classes I will just use more visual cues like word walls and modeling.

References:

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas: Meeting students’ needs with technology, part 2. Baltimore, MD: Author.

X’s and O’s : Developing My Personal GAME Plan

As a PE teacher I think of GAME plans as the typical X’s and O’s scribbled across a clipboard. In this class, it means so much more.

The starting roster is….

Set Goals

Take Action to meet those goals

Monitor progress toward achieving those goals and

Evaluate whether the goals were achieved and Extend your learning to new situations

(Cennamo, Ross, & Ertmer, 2010)

First Half

After reading the ISTE-NETS-T Standards, I came up with two indicators that I need to strengthen and improve my confidence and proficiency. For the first half of my GAME plan is standard 3b: Model Digital Age and Learning. “Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation” (ISTE, 2008).

Second Half

The second half or the indicator that I need to strengthen and improve my confidence and proficiency is standard 4b: Promote and Model Digital Citizenship and responsibility. “Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources” (ISTE, 2008).

The X’s and O’s

There are several actions that I can take to help strengthen these indicators mentioned. I want to have more communication with my parents. I have already shared my blog to them and request that they look at it weekly with their student. However, how do I actually get them to do this? Also, there is a local blogger that I would like to have come in and talk about her experiences and success while blogging.

The second standard may be harder to achieve. Honestly, I am always struggling as a PE teacher to reach the needs of diverse learners. With the use of student blogs, Skype, and Google Hangouts I am hoping I am reaching diverse and unique learners.

Review of Game

I plan on monitoring these actions by making a timeline. I am not starting my student blog project until it gets colder outside. I have already contacted the local blogger to see if she is available to pump the project up.

I will evaluate if my goals were achieved by undertaking the goals. I will reflect on the process throughout the unit and lessons.

All-22

I will evaluate if my goals were achieved by undertaking the goals. I will reflect on the process throughout the unit and lessons.

References:

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. 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/standards/iste-standards/standards-for-teachers

A 6711 Reflection

Practice what you preach…

                  Walk the talk…

                               Do, not just teach…

My personal learning theory is as simple as that. This is from my essay in week one, “I believe that students learn, especially in physical education (PE), by doing. I also believe that learning occurs when students are completely immersed in the lesson, by creating the lesson themselves.” Dr. Orey (2001) defined the constructionism learning theory, as learners don’t get their ideas; they should create ideas. I still 100% agree with my personal learning theory. Now, I just have a “fancy word” for it and that word is constructionism.

Describe any immediate adjustments you will make to your instructional practice regarding technology integration as a result of your learning in this course. 

I used a concept map and a virtual field trip for the first time in my class. Honestly, I would not use the concept mapping or virtual field trip activities again. Virtual field trips allow students to “witness” history and to compare information (Laureate Education, n.d.). Students want to MOVE and LEARN in PE, not sit down in yet another class. Because of this class I have been brainstorming ways I can incorporate technology while having my students move and learn.

Identify two technology tools you would like to use with your students and how the tools will support or enhance your students’ learning

BLOGS! Wait, did I not just say I want students to MOVE and LEARN?! I think there are ways in which I can have students blog in my classroom and still have adequate moving time. (Maybe this is a teaser to my next blog post?) Blogs are a great way to provide feedback and reinforcement. If students believe what a teacher is saying it can promote student engagement and decrease behavioral problems (Pitler, Hubbell, & Kahn, 2012). Blogs also incorporate social learning theories because when peers connect and provide reinforcements to each other learning will occur. Technology, like blogs, can provide structures for group tasks, aids group work, and it allows students to collaborate even if they are not in the same room (2012).

I would love to use Skype in my PE classes. I am imagining a push up contest with students across the country. Or better yet, Skype could be used for a weekly challenge with a “pen pal” or “work out buddy” school from another country. Skype is a great way to “gain access to unique expertise, cultures, and locations” (p.56).

List two long-term goal changes you would like to make to your instructional practice regarding technology integration and outline a strategy for achieving them.

Blogs are definitely a long-term goal of mine. I believe the best way to achieve this goal is when all my students will have their own Chromebook. This will be in the next 2-3 years at my district. I do think it will be more difficult to incorporate blogs without that 1:1 technology because I would have to rent out class Chromebooks or a lab. Plus, my class sizes are so large there would not be enough.

Finding more realistic apps that I can use in my PE classes is always a goal of mine. When I say realistic I mean that this will have to a mobile device app and something students will actually enjoy. Plus, something that 50+ students can participate in. I had my students research this for me a couple of month ago. They found great apps!

References

Laureate Education (Producer). (n.d.). Spotlight on technology: Virtual field trips [Video file]. Retrieved from https://class.waldenu.edu

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

VoiceThread Assignment

Click Here for My VoiceThread

Are there any people out there who actually like the sound of their voice?

This VoiceThread is about one of the largest dilemmas physical education faces today. Budget cuts!

Click Here for My VoiceThread

A Connectivism & Social Learning Perspective

If George Siemens (Laureate Education, n.d.,a) tweeted about Connectivism it may look like this.

If Dr. Orey wanted to write a Facebook status about Social Learning it might resemble this..

And finally, if I were to post on Instagram a definition of Cooperative Learning it may look like this…(The pink dress really brings out my eyes).

So how does cooperative learning relate to Connectivism and Social Learning theories?

With cooperative learning strategies students are confirming, validating, and giving encouragement to each other (Laureate Education, n.d.,b). Basically, students feed off one another to gain more knowledge. Plus, students need that “more knowledgeable other” in group work to attain information that they may not know (Laureate Education, n.d.,b). Why not use social means (like Google Docs/classroom, Twitter, Facebook, and Instagram) to help obtain more knowledge? If used safely and effectively, students can achieve success.

At my district, all teachers have been coached and use Kagan cooperative learning strategies in their classroom. The key goal in using Kagan strategies is to get every single student involved. One example I use in PE a lot is called Round Robin. Now I have 50-70 students in one class so how I will be able to tell if everyone is involved? I will ask students a question like, “What are the rules of basketball?” There are four people sitting down facing each other in a circle. When one person answers the question they stand up in the circle (There can not be the same answer). This is a quick check to make sure that all students are engaged.

Technology, Connectivism, and social learning theories go together like bacon, lettuce, and tomato. Technology can provide structures for group tasks, aids group work, and it allows students to collaborate even if they are not in the same room (Pitler, Hubbell, & Kuhn, 2012). In my opinion, one of the best collaboration tools is using Google. I can have students create a rubric for basketball and they do not even need to be in my class. This way, I do not lose precious movement time, but also allow for higher-level thinking.

References:

Laureate Education (Producer). (n.d.). Connectivism as a learning theory[Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.). Understanding the brain [Video file]. Retrieved from https://class.waldenu.edu

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

A Constructivism Perspective

If you build it, they will come….

So that line may have worked for Kevin Costner in the movie Field of Dreams, but does it work for our students in today’s classroom? (Hopefully, no ghosts will show up though).

Is this Heaven? No it is constructivism/constructionism! One of the simplest definitions of constructionism that I came across is, “learners don’t get ideas; they create ideas” (Orey, 2001). FINALLY, a learning theory I can really grasp. FINALLY, a learning theory that is easy to use in a physical education classroom. PE is a very student-driven subject and it is almost easy for teachers to act as a facilitator. I can show students how to shoot a free throw, but I cannot actually DO the free throw to help students learn. Again, practice makes perfect!

 Generating and Testing Hypotheses

Who will be the next Shoeless Joe Jackson? That can be a hypothesis my students in PE could produce and maybe even test. “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Lever-Duffy & McDonald, 2008, p.204). From beginning to end, that definition is just fancy wording for constructionism. Students must create their own ideas to learn.

 Project-Based Learning

If Kevin Costner invested his time and money to construct the field, I believe that today’s students need to invest their time with project-based learning. For project-based approaches or a learning strategy that engages learners in complex activities students can create a fitness video or a PE info-commercial using iMovie. Some key components of project-based approaches are collaboration and learner-centered environment (Orey, 2001).

I will end this blog post with one of my favorite quotes from The Field of Dreams. “If you believe the impossible, the incredible can come true.”

References

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

A Cognitivism Perspective

867-5309…Jenny, I got your number!

Now that the Tommy Tutone’s song is in your head, do you ever wonder why a phone number is only seven numbers long? I do not want to research the real answer, and I know it is a simple Google search, but that is not my point. Maybe a phone number is only seven numbers long because our short-term memory can only process 7 +/- pieces of information at one time (Laureate Education, n.d.)?

867-5309999niiieeene…Jenny, don’t change your number!

Cues, Questions, and Advance Organizers

Cues are hints. Questions allow students to access previously learned information on the topic. Advances organizers are introduced before a lesson to draw attention (Pitler, Hubbell, & Kuhn, 2012). Dr. Orey (Laureate Education, n.d.) explained that we do not just lose information. We forget information because we did not make good enough connections. To “get” or remember the information teachers should use advanced organizers and cues. Plus, students should feel free to ask questions. These instructional strategies can incorporate technology. One quick example would be creating a Venn diagram using a drawing app on an Ipad. Students will then be able to make good connections. A real life example of a cue I use is an acronym of BEEF while shooting a free throw. BEEF stands for: balance, eyes on target, elbow in, and the follow through. What are some acronyms you remember as a student or that you use in your classroom?

 867-5309….Just in case you got that song finally out of your head, here is the music video.

Summarizing and Note Taking

Can you summarize what I have been writing about so far? “The instructional strategy summarizing and note taking focuses on enhancing students’ ability to synthesize information and distill it into a concise new form” (2012). I do not utilize note taking in my physical education classes for a number of reasons. There are some great suggestions in the readings this week, but I do not think they are realistic for a PE setting of 50-70 students. I do focus on a summarizing in my PE classes. I like to highlight the critical elements so I have more movement time. According to Paivio’s dual coding, students will learn better if information is stored as images and texts (n.d.). A concept map or a graphic organizer created in webspiration is great ways to utilize technology and summarizing skills.

 Here is a picture of Tommy Tutone singing 867-5309

Virtual Field Trips

Virtual field trips allow students to “witness” history and to compare information (Laureate Education, n.d.,b) Cognitively, virtual field trips allow for elaboration or to build connections. Elaboration is the primary mechanism for story information in long-term memory (n.d.,a).

So why all the 867-5309? Maybe I was trying to build an episodic memory (events in your life) while you read my blog. Maybe it sparked a memory of the first time you heard that song. I know I elaborated and I could have been done with the song after my introduction. But I like to think that I built a connection and every time you hear that song you will now think of cognitive learning theories. You are welcome.

References:

Laureate Education (Producer). (n.d.). Cognitive learning theories [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.). Spotlight on technology: Virtual field trips [Video file]. Retrieved from https://class.waldenu.edu

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

A Behaviorist Perspective

Knock, Knock or Ring, Ring

:: Who’s there?

Pavlov!

::I forgot to feed my dogs!

Ok, so maybe that wasn’t the best intro to a blog ever, but it is better than a boring definition. I will get right to it, since this assignment in this class is supposed to reflect professional work I will be turning off my “blogging language.” There will be no more wise cracks and no more Mrs. Nice. This blog is now total business with correct grammar (hopefully) and APA format (optimistically). Yes, I am stalling.

In this blog post, I will analyze the two instructional strategies that embed technology: “Reinforcing Effort and Providing Recognition” and “Assigning Homework and Providing Practice” and how they correlate with the principles of a behaviorist learning theory.

(This is where I would normally say something like, HUH, COME AGAIN? But since this is a professional blog I will not say it…)

I will try to explain in the best way I can. Perhaps this is too much writing and since you saw my post is too long you will not read it (been there).

According to Lever-Duffy and McDonald (2008), “behaviorism sees learning as the response to an external stimulus” (p.15). Teachers who are advocates of behaviorism will use rewards and punishments in their classrooms by rewarding good behaviors and punishing bad ones (Orey, 2001). For example, a physical education teacher may say to their students that if they work really hard today, maybe they can have a choice day the following lesson.

Reinforcing effort is a good thing, right? “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, & Kahn, 2012, p.57). Adding on to my example above, a student may not know what exactly working hard means in order to have the choice day. They may run two laps and that is really hard to them, but to another student two laps is a warm up. A physical education teacher could create rubrics and even have the class create a rubric to describe what effort will look like to them. Also, students could keep track of their effort and achievement on a class blog (Pitler et al., 2012).

(http://www.3rdgradethoughts.com/2012/03/management-monday-checking-for.html)

Providing recognition is second nature to a teacher. Great job you ran the mile! Nice form! Keep up the awesome work! Yes, I have heard that this can have negative effects on motivation, so why do I still do it? If students believe what a teacher is saying it can promote student engagement and decrease behavioral problems (Pitler, Hubbell, & Kahn, 2012). A physical education teacher could use an online source like a blog or Flickr to upload photos as a means of recognition (2012).

If one asks a room full of teachers if they assigned homework in their classroom, I am almost positive half of them would raise their hand. “Homework and practice give students a chance to review and apply what they have learned” (Pitler et al., 2012, p. 167).

So how do all of these definitions connect? In my analysis, behaviorists would use praise and reinforcement often in their classroom. They will praise the good behaviors by saying good job or allowing a choice a day. In turn, they will punish the students who have unacceptable behavior. However, I do not believe that a true behaviorist would create a rubric on what acceptable behavior would look like because one learns as a response to the environment, not specific mental activity (Lever-Duffy & McDonald, 2008). Behaviorists may assign homework in the classroom for all the wrong reasons. If the students are talking and the teacher cannot get a word in, they may say something like, “fine,you are just going to have to have this as homework!” For instance, a behaviorist may use homework as a punishment. Assigning homework should allow students to deepen their understanding. Who wants to deepen their understanding when it is a punishment?

Do I support B.F. Skinner’s, Pavlov, and Watson’s theory of behaviorism in my physical education classes? Stay tuned and I may answer in another post!

References:

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.