This course has been a great benefit to me both as an educator and a person living in the 21st Century. The use of technology in the classroom is not only a necessary skill today, but can truly increase the potential for "quality work" (Glasser, 1998) in the classes I teach.
Gee (2005) describes the use of video gaming for learning, and I found his article to be informative and direct in terms of useful parallels between leaning styles and fun ways to achieve goals. My immediate plans for change in my school involve the use of gaming technology to master objectives and expand creativity in music. We will start simply by analyzing music from games, then move into playing games to reinforce skills and explore solutions to problems. Finally, we will create our own interactive video games, possibly using MUVE type software. While this final plan may take a great deal of time to realize, it will help our students through the use of "collaborative environments" (Johnson, Levine, Smith, & Smythe, 2009) and allow them to more carefully construct ideas with peers and experts around the globe.
One area I also learned a great deal about in this course is how to approach finding funds to support technological growth in our classrooms. This knowledge is of critical importance, "since constant improvement requires continuous funding" (Brooks, 2004). By following the guidelines in Brooks' (2004) article, we can begin to remove the mystery and fear of grant writing and get some well needed equipment and training.
In short, even though I feel ever more prepared to use technology in my classes to benefit my students, I am also more aware of my limitations in terms of knowledge. I would, therefore agree that “the more I teach, the more I realize how much I need to learn” (Nieto, 2005).
-Stephen St. Georges
References:
Brooks, D. (2004). How to write grants: The best kept secret in the school business. T.H.E. Journal, 31(10), 30–34.
Gee, J. P. (2005). Good video games and good learning. Phi Kappa Phi Forum, 85(2), 33–37.
Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York: Harper and Row.
Johnson, L., Levine, A., Smith, R., & Smythe, T. (2009). The 2009 Horizon Report: K-12 Edition. Austin, Texas: The New Media Consortium.
Nieto, S. (2005) Why We Teach. New York: Teachers College Press
Wednesday, April 14, 2010
Monday, March 22, 2010
Application 4 Screencast - click HERE to view
This screencast is a presentation of the application 4 assignment in the New and Emerging Technologies course at Walden University. Please feel free to comment on the presentation here.
-Stephen St. Georges
-Stephen St. Georges
Monday, February 22, 2010
EDUC 6714 Reflection - DI, UDL and Social Networking
Glasser (1998) is well known for his work involving the personal freedom we gain from our choices. In fact, his theory has changed my life both in and out of the classroom. As a result, my mind is more open to selecting repertoire which will motivate my students to turn in “quality work” (Glasser, 1998). Throughout this course, we have been using a social network to generate and discuss ideas for differentiated instruction and the universal design for learning.
Our social networking site, in addition to being a fun and exciting way to communicate with colleagues, would also make an excellent tool for DI in the classroom. For one thing, it can help create the “flexible classroom management” (Tomlinson, 2009a) we are striving for now that we have become co-facilitators of knowledge. This type of social networking can be used with modifications by almost any group. We can also use DI to allow students to present work in their own format. The social networking students are using today allows for video, audio, or discussion type input. These are all essential tools in today’s workforce and will continue to develop in the future.
In my classroom, I am still working hard to complete the shift from having the idea that the "majority of the responsibility [for knowledge] is placed upon the teacher" (Tomlinson, 2009b). To help achieve this goal, I have started using the Universal Design for Learning strategies outlined in our course, as well as those discussed by my colleagues. Once I am more comfortable with my newer role as fellow learner, differentiating instruction will become a much more natural task. In completing this plan, students will become more engaged in my classes and the information I share with them will hopefully become a part of their “quality world” (Glasser, 1998).
-Stephen St. Georges
References:
Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York: Harper and Row.
Laureate Education, Inc. (Producer). (2009a). Managing the differentiated classroom [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Tomlinson, C.
Laureate Education, Inc. (Producer). (2009b). Putting it all together [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Tomlinson, C.
Our social networking site, in addition to being a fun and exciting way to communicate with colleagues, would also make an excellent tool for DI in the classroom. For one thing, it can help create the “flexible classroom management” (Tomlinson, 2009a) we are striving for now that we have become co-facilitators of knowledge. This type of social networking can be used with modifications by almost any group. We can also use DI to allow students to present work in their own format. The social networking students are using today allows for video, audio, or discussion type input. These are all essential tools in today’s workforce and will continue to develop in the future.
In my classroom, I am still working hard to complete the shift from having the idea that the "majority of the responsibility [for knowledge] is placed upon the teacher" (Tomlinson, 2009b). To help achieve this goal, I have started using the Universal Design for Learning strategies outlined in our course, as well as those discussed by my colleagues. Once I am more comfortable with my newer role as fellow learner, differentiating instruction will become a much more natural task. In completing this plan, students will become more engaged in my classes and the information I share with them will hopefully become a part of their “quality world” (Glasser, 1998).
-Stephen St. Georges
References:
Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York: Harper and Row.
Laureate Education, Inc. (Producer). (2009a). Managing the differentiated classroom [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Tomlinson, C.
Laureate Education, Inc. (Producer). (2009b). Putting it all together [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Tomlinson, C.
Monday, December 21, 2009
Reflecting on the GAME
This course and the integration of the “GAME plan” (Cennamo, Ertmer and Ross, 2009), has had a great impact on my professional thinking regarding setting and attaining goals. Some of this may be attributed directly to actions I have taken, such as seeking approval and permission to load necessary software onto student computers for use in facilitating and inspiring student learning and creativity (NETS-T, 2009) through the use of collaborative tools for reflection. This has led to some of the changes in instructional practice I will be implementing immediately. Specifically, we will be using the screencasting software, Jing!, to share and comment on ideas in our class. In my other goal, networking with colleagues, I have found success in the use of this blog. Since we are all posting on a weekly basis in this course, I have been more focused on its use as a tool rather than thinking of it simply as another application assignment.
The students in my classes also need to further develop their technology skills in as many ways as possible. Through the use of collaboration software and sharing through the screencasting and blogging activities, students can achieve more of the standards indicated by the NETS-S model (2009). Specifically, students will focus on the use of creativity, collaboration, and digital citizenship (NETS-S, 2009) through these activities. The unit plan I have been creating for this course also underscores these concepts and reinforces their usefulness in the classroom. All of these are ideas I can implement quickly and effectively by following the plan I have outlined and refined during this course.
Based on the NETS-T model, I will start using technology in my classes on a more regular basis. Instead of waiting for a major project, I will focus on the immediate uses for my classes and create more meaningful assignments, such as digital storytelling or sharing with other students through video or blog applications. This will also encourage my students to create and explore technology solutions in their learning.
Adjusting, monitoring and re-assessing are qualities which make good teachers great. As part of my own adjustment, I plan to start using this (or another) blog to communicate with students and staff in my district and the surrounding areas. In this way, I can also assist my students’ creativity by soliciting ideas from other teachers and students. This, hopefully, will heighten the students’ awareness of our subject matter and inspire them to place this information higher in their “quality world” (Glasser, 1998).
-Stephen St. Georges
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York: Harper and Row.
National Education Standards for Students (NETS-S) retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/NETS_for_Students.htm on December 21, 2009
National Education Standards for Teachers (NETS-T) retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf on December 21, 2009.
The students in my classes also need to further develop their technology skills in as many ways as possible. Through the use of collaboration software and sharing through the screencasting and blogging activities, students can achieve more of the standards indicated by the NETS-S model (2009). Specifically, students will focus on the use of creativity, collaboration, and digital citizenship (NETS-S, 2009) through these activities. The unit plan I have been creating for this course also underscores these concepts and reinforces their usefulness in the classroom. All of these are ideas I can implement quickly and effectively by following the plan I have outlined and refined during this course.
Based on the NETS-T model, I will start using technology in my classes on a more regular basis. Instead of waiting for a major project, I will focus on the immediate uses for my classes and create more meaningful assignments, such as digital storytelling or sharing with other students through video or blog applications. This will also encourage my students to create and explore technology solutions in their learning.
Adjusting, monitoring and re-assessing are qualities which make good teachers great. As part of my own adjustment, I plan to start using this (or another) blog to communicate with students and staff in my district and the surrounding areas. In this way, I can also assist my students’ creativity by soliciting ideas from other teachers and students. This, hopefully, will heighten the students’ awareness of our subject matter and inspire them to place this information higher in their “quality world” (Glasser, 1998).
-Stephen St. Georges
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York: Harper and Row.
National Education Standards for Students (NETS-S) retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/NETS_for_Students.htm on December 21, 2009
National Education Standards for Teachers (NETS-T) retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf on December 21, 2009.
Wednesday, December 16, 2009
Bringing the GAME to Students
My “GAME plan” (Cennamo, Ertmer and Ross, 2009), has had a great deal of success so far. Some of this success may be attributed directly to actions I have taken, such as seeking approval and permission to load necessary software onto student computers for use in facilitating and inspiring student learning and creativity (NETS-T, 2009) through the use of collaborative tools for reflection. Specifically, we are using the screencasting software, Jing!, to share and comment on ideas in our class. In my other goal, networking with colleagues, I have found success in the use of this blog. Since we are all posting on a weekly basis in this course, I have been more focused on its use as a tool rather than thinking of it simply as another application assignment.
The students in my classes also need to further develop their technology skills in as many ways as possible. Through the use of collaboration software and sharing through the screencasting and blogging activities, students can achieve more of the standards indicated by the NETS-S model (2009). Specifically, students will focus on the use of creativity, collaboration, and digital citizenship (NETS-S, 2009) through these activities. The unit plan I have been creating for this course also underscores these concepts and reinforces their usefulness in the classroom.
Based on the NETS-T model, I will start using technology in my classes on a more regular basis. Instead of waiting for a major project, I will focus on the immediate uses for my classes and create more meaningful assignments, such as digital storytelling or sharing with other students through video or blog applications. This will also encourage my students to create and explore technology solutions in their learning.
Adjusting and monitoring are two qualities which make good teachers great. As part of my own adjustment, I plan to start using this (or another) blog to communicate with students and staff in my district and the surrounding areas. In this way, I can also assist my students’ creativity by soliciting ideas from other teachers and students. This, hopefully, will heighten the students’ awareness of our subject matter and inspire them to place this information higher in their “quality world” (Glasser, 1998).
-Stephen St. Georges
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York: Harper and Row.
National Education Standards for Students (NETS-S) retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/NETS_for_Students.htm on December 16, 2009
National Education Standards for Teachers (NETS-T) retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf on December 8, 2009.
The students in my classes also need to further develop their technology skills in as many ways as possible. Through the use of collaboration software and sharing through the screencasting and blogging activities, students can achieve more of the standards indicated by the NETS-S model (2009). Specifically, students will focus on the use of creativity, collaboration, and digital citizenship (NETS-S, 2009) through these activities. The unit plan I have been creating for this course also underscores these concepts and reinforces their usefulness in the classroom.
Based on the NETS-T model, I will start using technology in my classes on a more regular basis. Instead of waiting for a major project, I will focus on the immediate uses for my classes and create more meaningful assignments, such as digital storytelling or sharing with other students through video or blog applications. This will also encourage my students to create and explore technology solutions in their learning.
Adjusting and monitoring are two qualities which make good teachers great. As part of my own adjustment, I plan to start using this (or another) blog to communicate with students and staff in my district and the surrounding areas. In this way, I can also assist my students’ creativity by soliciting ideas from other teachers and students. This, hopefully, will heighten the students’ awareness of our subject matter and inspire them to place this information higher in their “quality world” (Glasser, 1998).
-Stephen St. Georges
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York: Harper and Row.
National Education Standards for Students (NETS-S) retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/NETS_for_Students.htm on December 16, 2009
National Education Standards for Teachers (NETS-T) retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf on December 8, 2009.
Tuesday, December 8, 2009
Revising the GAME Plan
My “GAME plan” (Cennamo, Ertmer and Ross, 2009), has had a great deal of success so far. Some of this success may be attributed directly to actions I have taken, such as seeking approval and permission to load necessary software onto student computers for use in facilitating and inspiring student learning and creativity (NETS-T, 2009) through the use of collaborative tools for reflection. Specifically, we are using the screencasting software, Jing!, to share and comment on ideas in our class. In my other goal, networking with colleagues, I have found success in the use of this blog. Since we are all posting on a weekly basis in this course, I have been more focused on its use as a tool rather than thinking of it simply as another application assignment.
So far, I have learned that in effecting the changes needed to succeed, I will need to shift my role from teacher to facilitator. This will be applied to my instructional practice through more collaboration type projects, as suggested in this week’s resources (Davis, 2009). The main issue of problem I have with this is that students need to have more freedom to express creativity than I have chosen to afford them in the past. Davis (2009) also indicates that student involvement will increase through the separation of educational and social outlets, even going so far as to use the term “educational networking” (Davis, 2009) instead of “social” networking.
Based on the NETS-T model, I will start using technology in my classes on a more regular basis. Instead of waiting for a major project, I will focus on the immediate uses for my classes and create more meaningful assignments, such as digital storytelling or sharing with other students through video or blog applications. My approach to this will be to use my networking skills to seek help for the use of new technologies from others who are experiencing success.
Adjusting and monitoring are two qualities which make good teachers great. As part of my own adjustment, I plan to start using this (or another) blog to communicate with staff in my district and the surrounding areas. In this way, I can also assist my students’ creativity by soliciting ideas from other teachers and students. This, hopefully, will heighten the students’ awareness of our subject matter and inspire them to place this information higher in their “quality world” (Glasser, 1998).
-Stephen St. Georges
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York: Harper and Row.
Laureate Education, Inc. (Producer). (2009). Program ten. Spotlight on technology: Social networking and online collaboration, part 1 [Motion picture]. Integrating technology across the content areas. Baltimore: Davis, V.
National Education Standards for Teachers (NETS-T) retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf on December 8, 2009.
So far, I have learned that in effecting the changes needed to succeed, I will need to shift my role from teacher to facilitator. This will be applied to my instructional practice through more collaboration type projects, as suggested in this week’s resources (Davis, 2009). The main issue of problem I have with this is that students need to have more freedom to express creativity than I have chosen to afford them in the past. Davis (2009) also indicates that student involvement will increase through the separation of educational and social outlets, even going so far as to use the term “educational networking” (Davis, 2009) instead of “social” networking.
Based on the NETS-T model, I will start using technology in my classes on a more regular basis. Instead of waiting for a major project, I will focus on the immediate uses for my classes and create more meaningful assignments, such as digital storytelling or sharing with other students through video or blog applications. My approach to this will be to use my networking skills to seek help for the use of new technologies from others who are experiencing success.
Adjusting and monitoring are two qualities which make good teachers great. As part of my own adjustment, I plan to start using this (or another) blog to communicate with staff in my district and the surrounding areas. In this way, I can also assist my students’ creativity by soliciting ideas from other teachers and students. This, hopefully, will heighten the students’ awareness of our subject matter and inspire them to place this information higher in their “quality world” (Glasser, 1998).
-Stephen St. Georges
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York: Harper and Row.
Laureate Education, Inc. (Producer). (2009). Program ten. Spotlight on technology: Social networking and online collaboration, part 1 [Motion picture]. Integrating technology across the content areas. Baltimore: Davis, V.
National Education Standards for Teachers (NETS-T) retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf on December 8, 2009.
Monday, November 30, 2009
Evaluating GAME Plan Progress
In the implementation of my “GAME plan” (Cennamo, Ertmer and Ross, 2009), I have had a great deal of success so far. Some of this success may be attributed directly to actions I have taken, such as seeking approval and permission to load necessary software onto student computers for use in facilitating and inspiring student learning and creativity (NETS-T, 2009) through the use of collaborative tools for reflection. Specifically, we are using the screencasting software, Jing!, to share and comment on ideas in our class. In my other goal, networking with colleagues, I have found success in the use of this blog. Since we are all posting on a weekly basis in this course, I have been more focused on its use as a tool rather than thinking of it simply as another application assignment.
So far, I have learned that in effecting the changes needed to succeed, I will need to shift my role from teacher to facilitator. I plan to accomplish this through more problem-based learning projects, as my classes are starting to do now. The main issue of problem I have with this is that students need to have more freedom to express creativity than I have chosen to afford them in the past. Ertmer (2009) suggests that we start these types of projects with less weight on them at first and gradually shift the focus to longer and more in-depth issues which are relevant to the students and to the class.
Adjusting and monitoring are two qualities which make good teachers great. As part of my own adjustment, I plan to start using this (or another) blog to communicate with staff in my district and the surrounding areas. In this way, I can also assist my students’ creativity by soliciting ideas from other teachers and students. This, hopefully, will heighten the students’ awareness of our subject matter and inspire them to place this information higher in their “quality world” (Glasser, 1998).
-Stephen St. Georges
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York: Harper and Row.
Laureate Education, Inc. (Producer). (2009). Program eight. Spotlight on technology: Problem-based learning, part 1 [Motion picture]. Integrating technology across the content areas. Baltimore: Ertmer, P.
National Education Standards for Teachers (NETS-T) retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf on November 18, 2009.
So far, I have learned that in effecting the changes needed to succeed, I will need to shift my role from teacher to facilitator. I plan to accomplish this through more problem-based learning projects, as my classes are starting to do now. The main issue of problem I have with this is that students need to have more freedom to express creativity than I have chosen to afford them in the past. Ertmer (2009) suggests that we start these types of projects with less weight on them at first and gradually shift the focus to longer and more in-depth issues which are relevant to the students and to the class.
Adjusting and monitoring are two qualities which make good teachers great. As part of my own adjustment, I plan to start using this (or another) blog to communicate with staff in my district and the surrounding areas. In this way, I can also assist my students’ creativity by soliciting ideas from other teachers and students. This, hopefully, will heighten the students’ awareness of our subject matter and inspire them to place this information higher in their “quality world” (Glasser, 1998).
-Stephen St. Georges
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York: Harper and Row.
Laureate Education, Inc. (Producer). (2009). Program eight. Spotlight on technology: Problem-based learning, part 1 [Motion picture]. Integrating technology across the content areas. Baltimore: Ertmer, P.
National Education Standards for Teachers (NETS-T) retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf on November 18, 2009.
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