Developing Your Personal GAME Plan

As a Career and Technical Education (CTE) drafting teacher, I am fortunate to work in a school district that provides the newest 21^st Century Technology.  The ability to provide students a high quality education using software and tools used currently in industry is priceless.  Technology offers a powerful resource for engaging students in authentic experiences (Cennamo, Ross, & Ertmer.  2010). The advancements made in technology opens the doors for a variety of new engaging real world activities. Unfortunately, with those advances comes the burden of trying to become proficient and utilizing the technology to the fullest. Over the years, I have spent countless hours teaching myself how to use drafting software and other products that my students are exposed too.  On more occasions than I would like to admit, I became the student and learned from my students. It is amazing what some of these digital natives know.

Looking at the International Society for Technology (ISTE), formally know as NETS-S, I feel the most comfortable with the following: 

• Standard 1:  Facilitate and Inspire Student Learning and Creativity
• Standard 2:  Develop Digital Age Learning Experiences and Assessments

As a very hands on and creative person, I blend my personality into my classroom and assignments. Thinking outside of the box, designing and problem solving is cornerstone in my courses. Standard 1 allows me to continue to grow on a personal and professional level, which is later passed onto my students. I am constantly searching or developing new projects that excite me and the student’s interest. I believe if an individual enjoys the project, they will put in the extra effort to make it a great experience. 

My proficiency with Computer Aided Drafting (CAD) software, PhotoShop and other technologies has allowed me to be comfortable with Standard 2. In my drafting classes, students learn how to drafting using CAD software that ranges from simple line drawings to complex 3D models. Over the past four years, I have turned my drafting courses into a paperless classroom.  Assignments are turned in, shared and presented digitally.

As a professional and life long learner, my goal is to stay current and efficient in the technology that my students and I have access too.  Stand1 has two indicators that I need to continue to incorporate into my classroom.

• Indicator A:  Promote, support, model creative and innovative thinking and inventiveness.
• Indicator B:  Engaging students in exploring real-world issues and solving authentic problems using digital tools and resources.

The two indicators listed are part of a never ending finish line that I will never cross. I have to remain flexible in my lessons and current with the trends in industry. To keep up to date, I meet annually with industry professional and discuss current trends, skill-set needed and projects.  This information provides insight in the direction of my classroom and future lessons. I must continue to evaluate my lessons to determine if they are preparing my students for the 21^st Century workforce.  Design the future, not the past. 

References

Cennamo, K., Ross, J., & Ertmer, P.  (2010). Technology Integration for Meaningful Classroom Use:  A Standards-based Approach. Belmont, CA; Wadsworth, Cengage Learning

International Soceity for Technolgoy in Education. (2008).  National Education Standards for Teachers (NETS-T).  Retrieved on January 15, 2014 from www.iste.org/standards/net-for-teachers

Reflection

Reflection

My personal theory on how individuals learn is based off my observations of other educators during my education as a student and my six years of classroom experience as a teacher.  I believe students learning potential is obtained when you design lessons that challenge learners of all cognitive levels. Lesson design should spark student interest, fun and engaging and connect with real world application.  Successful lessons should incorporate 21^st Century Technology; have a healthy balance of lecture / demonstration and engaging assignments or projects.  Lessons that apply multiple layers of learning experiences will strengthen the individual ability to retain and recall the information discussed (Laureate Education, Inc. 2010).  This course has given me opportunity to revisit theories that I learned during my undergraduate classes and learn about new technologies that can help students’ bridge the gap to the 21^st Century work force.

Looking back at the technology discuss in this course compared to the technology that I currently use in my routines and lessons, I really don’t the overwhelming need to update my resources. Resources like Voicethread are great for allowing student to discuss the assignment digitally from any location around the world with internet connection. This technology can be used in a classroom room setting or in industry.  Personally, I can see the benefits of using Voicethread, but I’m not in a hurry to make the conversion from PowerPoint and an open discussion format. I believe today’s students are digitals natives and are very experienced with communicating with others via social media outlets, cell phones and emails.  I believe at this young age, students should still learn to communicate in person and

Another resource that I may incorporate in my lessons is “Virtual Field Trips”. Using the online resource www.Spidercribe.net to organize the information, students can develop “Virtual Field Trips” ranging from architecture to power tool safety tips and educational videos.  This gives the students the opportunity to exposure new technology and documents their findings in a presentation type format.

Long term goals: I will continue to use all to the technology that I currently have available in my classrooms. If new technology is presents, such as Voicethread, I will determine if my students can benefit from the technology or if the reward is worth the effort in converting to the new technology.

Social Learning in the Classroom

Social Learning in the Classroom

Dr. Orey stated that Social Learning Theory has students engaging in constructing artifices and conversing with others helps maximize the learning experience (Laureate Education, 2010). I would have to agree with Dr. Orey’s view after reviewing my classroom operations and teaching styles.  Majority of my classes allow from the students to learn from my lecture and demonstrations and apply them to the various assignments and physical projects.  Allowing students to engage in conversations amongst each other to solve problems is beneficial in multiple ways. While developing problem solving and communication skills, it also allows focus on more the needy students or overall flow of the classroom.

Today in my wood working class, I opened the class with today’s objectives and building procedures for the tool box project.  I provided several of the advanced students with instruction with the next stage of the assignment. At the end of the instruction, I told them that they will be expected to instruct the other students “how to” complete the next stage in the building process and demonstrate what the procedure.  The classroom slowly turns into a student driven environment and overseen by me.

Resources:

Laureate Education, Inc. (2010). Social Learning Theories. Baltimore, MD

VoiceThread

VoiceThread

VoiceThread is online media is an online collaboration resources that has the ability to transform traditional classroom projects into online learning experiences that can be access anywhere around the world.   The instructor or student has the ability to load a document, voice recording or video and allow from feedback or collaboration from others.  VoiceTread is a great tool if internet and computer resources are available and easily accessible.

VoiceTread can be incorporated into Career and Technical Education (CTE) but it might require some creative thinking to incorporate the technology.  The project that I feel can use the VoiceThread technology would be my Woodworking “Catapult” project.  During the course of the project, I have the student’s research different designs and sketch various versions (catapult and trebuchet).  Students could upload their images, then collaborate with their peers on which design would produce the best siege machine and why.  Once the collaborating is complete, they can produce presentation of the design they chosen and explain why their design is worthy.

During the group collaboration, the instructor and review the information being discussed and provide feedback. This virtual document can also be used as notes or a future presentation. Overall, I think VoiceThread and bring life to an exhausted lesson and provide students to 21^st Century Technology skills.

Reverse Engineering the "Tool Box" project:

https://voicethread.com/share/3808819/

Using Technology to Transform the Classroom

Constructivism is the idea that individuals construct their own knowledge and apply meaning (Lever-Duffy& McDonald, 2008). Being a CTE instructor, all of my classes allows for this theory to be practiced. For example: In my wood working class, students learn everything they need to know about tools and the building process. From their prior experience / knowledge, they can the build various projects and enhancing their learning experience.

After all of the instruction and safety practices have been installed, the classroom turns into a student directed environment. As a teacher, I just monitor the class for safety concerns and provide tips. Students are encouraged to complete the project with emphasis on quality and safety.

References: 

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

Using Cognitive Tools to Enhance Learning Experiences

Using Cognitive Tools to Enhance Learning Experiences

Virtual field trips are an excellent way to provide students with a learning experience that may not be financially practical or even possible.  The use of 21^st Century technology provides classrooms the opportunity to bridge the impractical to practical. For my assignment, my students are learning about the famous Architect Frank Lloyd Wright. Because of the geographic location of his designs and works, having a field trip is financially impossible. Using 21^st Century technology, such as the internet and podcast; students are able to explore the mind of Frank Lloyd Wright in detail.  For the assignment, I gave student several different assignment requirements that they have to research. 

The requirements, biography, famous buildings and pictures; needed to be recorded digitally. For my assignment, I used the website Spiderscribe.net to complete the requirements. My students used the Microsoft Word to create a bubble chart and text documentation.  Students found the activity fun because of the flexibility and organization of the bubble chart.  The ability to relate the information to one another using the “paths” gave students a visual road map of Wrights life and accomplishments.

Dr. Orey claims that the addition of pictures to information allows for a higher retention rate in the human mind (Laureate Education, 2010). Following the completion of the assignment, I tested the students on the name of several building that Frank Lloyd Wright designed and I had over 85% passing rate (35 students).  The general feel from the student that they enjoyed using different forms of technology to explore and document their findings.

References:

Laureate Education, Inc. (2010). Behaviorist Learning Theory. Baltimore, MD: Dr. Michael Orey.

My Spiderscribe.net link:

American Architecture:  Frank Lloyd Wright

http://www.spiderscribe.net/app/?ef0d27cec415dcbf27981a86fe2aafff

Behaviorism in Today’s Classroom

Behaviorism in Today’s Classroom

            I believe that drill / practice and remediation and demonstrations have a place in classroom today.  For example, in a wood shop class setting; safety practices must be practiced every second of the day or an injury could result. Repetition and structure is crucial to the learning environment.  Unwanted or negative behavior must be corrected, or the safety of all students may be jeopardized.  Some classrooms may place more emphasis on these particular techniques, but limitation should be considered to diversify the students learning experience and growth.  In classes that technology is accessible, remediation activities is most effective when limited (Laureate Inc. 2010).

For example, when I discuss safety features on a power tool, I explain everything they need to know from A – Z.  I immediately have the student perform a performance activity where I can give feedback and then discuss my observations with the entire class at a later point in time. I use examples of proper tool usage by students and also situations that could lead to potential injury. 

Orey stated that students change their behaviors to satisfy desires they place value on (Orey, 2001).  While building projects in a wood shop setting, students can place value in the hard work and quality of the project. Their confidence and excitement increase as their projects takes shape, in conjunction with positive feedback and quality improving tips. At the end of the activity, they have physical evidence (project) of their hard work that can receive positive feed back from friends and family.

References:

Laureate Education, Inc. (2010). Bridging Learning Theory, Instruction & Technology. Baltimore, MD: Orey.

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