Marielle Staropoli 

Developing a GAME Plan

In his article, “Turning on the Lights,” Prensky (2008) compares a school environment that lacks technology to a world without light. He argues that children today have access to endless information, stimulation, and resources from the moment they are born until they begin school; then, illogically, many enter “the darkness of the old fashioned classroom” (Prensky, 2008, p. 42). This leaves students feeling bored, disenfranchised from their school lives, and ready to pursue an education that occurs after school (Prensky, 2008). Though this is a dim outlook, Prensky (2008) makes the point that one’s classroom education does not have to be disconnected from his interests or the skills he will need to be successful as a member of tomorrow’s workforce. Instead, teachers can take steps to integrate authentic learning experiences and technology into their instruction. 

In order to evaluate my own effectiveness in the engagement of learners through the use of technology, I will set goals for myself based upon the NETS-T standards (ISTE, 2008).

My first goal for improvement addresses NETS-T Standard III.A: facilitate technology-enhanced experiences that address content standards and student technology standards (ISTE, 2008). This goal is important as I would like my students to have ample opportunities to use technology in ways that are helpful to their mastery of content. My actions towards this goal include developing activities that allow students to interact with our classroom’s technological resources more often. In order to make this happen, I will need to review content standards and my current unit plans to determine where technology could be added in a beneficial, logical way. I do not want to simply add technology for the sake of it. Rather, I want to enhance learning (whether that means customizing the experience for each learner, pushing students towards higher order thinking, or using technology as a mind tool, tutor, or conversation support) so that all of my students are engaged, supported, and challenged (Cennamo, Ross, & Ertmer, 2009). I will monitor my progress with this goal by keeping my own personal learning log in which I will reflect on the technology-enhanced experiences I provide my students. This will help me to consider whether my content standards have been adequately addressed and to think about how effective the experiences I have crafted for my students are. As I reflect on my practices, I will also enlist the help of my colleagues to evaluate my progress. Not only will I share the entries from my learning log, we will also discuss different ways to work towards this goal. Since the colleagues I will work with are those that regularly incorporate technology into their own classrooms, one of my next steps might be to observe one of their classes and to invite them to observe one of mine. This would allow both myself and my colleague to improve our instructional practices.

My second goal for improvement addresses NETS-T Standard III.B: use technology to support learner-centered strategies that address the diverse needs of students. My actions towards this goal will include determining areas where technology could help scaffold understanding for my struggling learners and to challenge my advanced students. This will mean that I will find ways to take advantage of the computer as a tutor, a mindtool, and as a support for conversations (Cennamo, Ross, & Ertmer, 2009). This will mean that sometimes, students in the same room are engaging in activities that differ from their peers. I will need to rely more heavily on the computer for tutorials. These tutorials might be videos or screencasts that I direct my students to in order to revisit a lesson I have already taught. Or, I could use programs like Inspiration to have my students create concept maps as they read nonfiction articles, thus using computers as a mindtool (Cennamo, Ross, & Ertmer, 2009). I will also implement the use of online discussions using Edmodo. By using the computer as a conferencing tool, I will give students a forum in which “everyone can participate” and everyone has the opportunity to “think through” what they want to say before responding (Cennamo, Ross, & Ertmer, 2009, p. 71). In order to monitor this goal, I will track how often I use computers as a tutor, mindtool, or conversation support. By keeping a simple spreadsheet of which tool I used and on what date, I will be able to quickly determine whether or not I am implementing these resources with enough frequency. As I evaluate my progress towards this goal, I will consider if there is one tool I use more often than others, and I will consider how well these tools are aiding my students’ learning. If I find that my students respond especially well to one tool, I will reflect on what it is that works for them, and I will consider if there are other ways I can replicate that success.

As I continue my journey towards fostering a learning community in which the “lights are on,” I will regularly reevaluate the areas where I feel confident as well as the areas where I must improve (Prensky, 2008). Because I am a self-directed learner, this GAME cycle will continue throughout my entire career (Cennamo, Ross, & Ertmer, 2009). I will strive to improve my skills and to increase my confidence.

References

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/standards/nets-for-teachers

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

Retrieved from the Academic Search Complete database.