Final Blog Post

The development of a GAME plan, addressing the NETS-T standards chosen, and integrating technology into my classroom has been a real challenge. However, I have learned a lot from this experience and plan on incorporating what I have learned into my classroom from now on. First and foremost, I have learned that I do not necessarily NEED to use every single piece of technology I have access to, ALL the time. A little bit here, a little bit there. That is all that needs to happen most of the time in order to have a successful classroom environment. Second, my students need to start doing more on their own...becoming self-directed learners. I spend too much time talking at them. I am going to schedule time for the computer lab for the second semester. I would like to incorporate many of the ideas that I have learned about this term, including digital storytelling.

The one thing that I will do in order to be more effective in my classroom is planning. Next week will be spent figuring out what material needs to be taught before the state testing period. Along with that, I will be determining what media and other technology elements will be needed in my classroom for each lesson. I will also spend time deciding what upcoming unit will be focused on to have my students complete a long term project in the computer lab. Because my history students will be taking a state test covering three years of material, I may have the students research and present lessons reviewing each topic and standard that is being addressed on the test.

Overall, I am excited about what I have learned this term. My hope is that I will not fall back into the same teaching style that I currently use just because I am comfortable with it. I need to move forward, and my students need me to move forward in order to be better students and learners.

Using the GAME Plan Process with Students

Working through the GAME plan during this term has been a real challenge. In a nutshell, it has made me realize that in order for our students to the best that they can be, the teachers who are teaching them have to be the best that they can be. Throughout my Master's program, I have slowly warmed to the notion that planning is not all bad...in fact, it is a pretty good idea. In the past, I had spent very little time planning for my lessons. Any person older than five years old could tell that this was the case. My instruction was not very fluid at all. It is evident now that planning what I need and want to teach helps to keep not just the students focused, but me focused as well. Looking ahead to the next section, and even to the next chapter, has really helped to keep my classes on task.

Utilizing the GAME Plan process with my students is a great way to hone my planning skills even further. It will also allow my students a greater opportunity to access and use technology. Each point of the GAME plan is important. However, the first point (GOAL) is the key to having a successful GAME plan. In order to take advantage of one of the computer labs on campus, teachers must schedule time slots with the lab technician...sometimes weeks in advance. A teacher must not only be aware of how long the current chapter or unit will take, but must also be cognizant of what the next chapter or unit is about. The teacher must also keep in mind what kind of project they will be asking their students to complete, in order to schedule enough computer lab time to allow the entire project to be finished.

The best way for students to become proficient in the ISTE NETS-S is to be able to use the technology that is at their disposal, and to use it often. In order for this to happen, the teacher my plan their own GAME plan. This way, both parties win. Teachers are more prepared, and students learn the material in better ways.



Resources

International Society for Technology in Education. (2008). The iste national educational technology standards (nets-s) and performance indicators for students. Retrieved December 16, 2009,from www.iste.org

Revising Your GAME Plan

When this school year started, I had great hopes and dreams for a wonderful year that involved utilizing and using technology. I was hoping that I would be able to grow as an educator and my students would grow musically. However, many of those hopes and dreams have been pushed aside in favor of survival mode. The classroom I started the year in has been abandoned. My new classroom has an interactive whiteboard, but I have only received basic training on how to operate it. I teach six classes, but am only able to offer two classes any real education. My frustration level is very high. The sympathy I feel for those students who are not receiving a quality music education is equally high. However, there is nothing I can do.

The blog sequence for this class started with my focusing on two NETS-T standards. The standards I chose to address were Standards 4b "Promote and Model Digital Citizenship and Responsibility" and 5c "Engage in Professional Growth and Leadership." At this point, I feel that I have not really begun to address these standards. Unfortunately, I chalk this up to the fact that I am not operating in a fully functioning classroom. I do what I can to address Standard 4b during instruction. But, Standard 5b is not being addressed very much for the reasons stated above. I am learning how to use my interactive whiteboard, but like any new tool, will take some time to become familiar and comfortable with.

Considering the situation I am currently dealing with, I feel that it is inappropriate at this time to set new goals for learning or address new NETS-T standards. I hope to continue working toward learning how to use my interactive whiteboard more effectively. With any luck, the equipment in my current room will be completely functional by the time we get back from our winter holiday on January 4, 2010.

Evaluating Your GAME Plan Progess

Some of the frustration that I experienced last week has been alleviated. As you may recall from last week’s post, I was unable to fulfill one of my goals – reading up on how to get my interactive whiteboard operational. There were two reasons for this. First, I was unable to find the manuals provided for the system – I thought they were lost. Second, I could not recall what the brand name was for my interactive white board – therefore, I could not search for any information on the internet. Fortunately, the manuals were not lost. I located them in one of my desk drawers. In my haste to leave for Thanksgiving break, I simply overlooked them.

On Monday when we returned to school, I decided that I did not want to wait until this coming Friday for the training. I wanted to get my interactive whiteboard functional. After several attempts at trying to get things working, I was finally able to use it. I am hoping to start using some of the functions available with the software over the next couple of days before the training. If I have any operational questions, I want to be able to ask the trainer.

From what I have been able to determine, the system is relatively easy to use. I have already been able to show several other staff members in my building how to turn on the system. We spent a portion of our lunch period trying to use some of the board’s different features. I will also spend some time over the next several days exploring the company’s websites to become more familiar with what curriculum-related materials are available. Over the next several weeks, in preparation for the upcoming history unit, I will also be spending some time on the internet looking for virtual websites that my students can use during class.

Monitoring Your GAME Plan Progress

This has been a difficult week for meeting my GAME Plan goals.

There has been no school all week for my district. Therefore, I figured that I would spend some time this week reading the manuals for my SmartBoard system and become acquainted with it. However, a little snafu with that plan…I cannot find the manuals. I looked all around my room at school and at the house. I have had no luck in finding them…strike one.

The next part of my plan involved accessing the company’s website to explore any tutorials that might be available. However, since I do not have the manuals and cannot remember what the name of the company is...strike two.

The only thing that can be done now is to get prepped for the rest of the semester by looking ahead and locating all supplementary materials that I will need for classes. This will be accomplished by looking through my textbook and figuring out what topics will be covered. Then, I will explore the internet and United Streaming to locate videos and other curriculum related items that will engage my students. I have used EdHelper in the past and will use it again. I will also be looking on the textbook publisher’s website to determine what online material I can use. There are quizzes and exercises for the students to access.

Carrying Out Your GAME Plan

In last week's blog, I outlined two standards from ISTE NETS-T that I wanted to focus on. The first was Standard 4b: Promote and Model Digital Citizenship and Responsibility. The second was Standard 5c: Engage in Professional Growth and Leadership. The essence of my GAME plan is to become more familiar with and start utilizing the SmartBoard technology that has been installed in my classroom. Also, I want to start accessing the computer labs on campus. Using the SmartBoard will not only allow my students to become more engaged, but will keep me more focused on educating the students effectively.

There have been some developments at school since my last posting. My principal was able to finally schedule the training on how to use the SmartBoards. The training will be taking place on December 4th. Before that takes place, I plan on reading through the manuals that have been provided to become familiar with all of the controls and terminology. I am also going to attempt to access the company's website to explore any tutorials that may be available. With regards to computer lab access, I have discussed options with the computer lab staff. The schedule is rather full right now, but will clear up a little after the winter break. That will be good time for my history students to begin a long term research project.

Developing Your Personal GAME Plan

After reading through the ISTE NETS-T standards, I came up with two areas that I need to focus on and improve in to increase student learning and be a more capable teacher in the classroom. The first standard that I need to address is Standard 4b: Promote and Model Digital Citizenship and Responsibility. "Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources" (http://www.iste.org/, 2008). The second standard that needs to be addressed is Standard 5c: Engage in Professional Growth and Leadership. "Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning" (http://www.iste.org/, 2008).

I have decided that there are two ways for me to address these standards and become more effective in the classroom. The first way for this to happen is to use my SmartBoard, and use it more efficiently. There are two items in my SmartBoard use that need to be focused on. At this time, I am using my SmartBoard and LCD projector mostly as a video screen and as an extension of my computer screen to run the curriculum PowerPoint presentations. The principal has given us the pens to use the SmartBoards, but the teachers have not received any training on how to use them or even turn them on. The installation is mostly complete, but there are little things that still need to be finished in order for the systems to be fully operational. This leads me to the second part of my SmartBoard use. The teachers have been given the manuals on how to operate the SmartBoards and pens. However, I have not taken the time or opportunity as of yet to read them and figure out the system. I need to take the time either before or after school, read through the manuals, and get my system running. I know other teachers in my department and in the school have been having problems getting their systems operational. This would be the perfect chance for me to help them out as well. It would allow them to also be more effective in the classroom. The second way for me to address these standards is in the use of the computer labs at school. Access to the computer labs is limited. There are some time slots available, but when they are available and what I need to have the students complete for class needs to be coordinated. I need to communicate with the computer lab staff to schedule some times for my classes to access the lab. My students also need to have access to my SmartBoard for classroom activities, which is another reason to get the SmartBoard in my classroom fully functional.

The easiest way for me to monitor my progress will be to set a timeline for when I need to meet my goals, and then meet them. I have a relatively easy week next week leading up to the Thanksgiving break. I will meet with the computer lab staff on Monday and set up some times for my classes to access the lab after the break. I will also be spending time during my prep period and outside of school to get my SmartBoard set up. I want to have it figured out before the school goes on break so when we come back, the students and I will all be able to use it fully. If the other teachers are still having problems with their SmartBoards after the break, I will be able to offer assistance to help them get set up.

The evaluation portion of my GAME plan is simple. I will either complete these goals or not. Therefore, it is imperative that I do complete these goals to better myself, my students, and my colleagues.

To recap my GAME plan, I will:

1. Address Standards 4b and 5c of the ISTE NETS-T standards
2. Learn how to use my SmartBoard more effectively and gain access to the computer lab for my students.
3. Set time limits on when to meet these goals and follow through
4. Meet my goals

Resources

International Society for Technology in Education. (2008). The iste national educational technology standards (nets-t) and performance indicators for teachers. Retrieved November 9, 2009,from www.iste.org

Reflection of 6712

Perhaps the most vital thing I learned about new literacy skills and teaching them to my students is that I will emphasize to them the importance of making sure that their research sources are as informative and accurate as possible. After our investigation of websites in week four for our screencast, it is clear to me that certain groups attempt to mislead researchers and impressionable people. My students will need to make an effort to not fall into these traps that are set for them.

Before when I would have my students perform research or complete projects using the computer, I would give them several general guidelines to get started and then let them go to work. I would not monitor them very closely, and only provide assistance when it was asked of me. After going through this course, I realize now that students need much more guidance and assistance when performing research and computer-based projects.

I would like to take some classes or find some professional development training on many of the programs we have been learning about and using for our degree. I have found that in our exploration of the software, for example screencasting and podcasting, that we have only scratched the surface in its use. My students would benefit by creating screencasts and podcasts for my classes, and additional training would allow me to help them utilize those media outlets better. I will explore options such as online training and local college courses in order to meet this goal.

Ray Rust

Reflecting Upon My Personal Theory of Learning

Looking back on the first assignment for this class, there is nothing that I would modify in what I originally wrote. That being said, I would add something to my personal learning view.

Music is a subject that requires a lot of higher-level mental operation, cognitivism, in order to be successful. Music is also an emotional subject. In Brain Research and Learning, Dr. Pat Wolfe stated, "emotion is a catalyst for learning." Music is a subject that I love, which is why it has been a big part of my life for 32 years. I became a music teacher to pass on that love and my knowledge of music to my students. Students also need to create music, constructivism/constructionism, in order to be successful. Dr. Michael Orey defined constructivism as "a theory of knowledge stating that each individual actively constructs his/her own meaning." He defined constructionism as "a theory of learning that states people learn best when they build an external artifact or something they can share with others." When people become involved in music, they create in order find meaning, and they create in order to show their love of music to others. Since that is the case, I would have to revise my personal view of learning to combine my cognitivism with constructionism/constructivism.

The one adjustment I need to make is related to the use of paper materials. My school already limits the amount of paper and copies that the teachers may use. I would like to reduce, if not eliminate, the use of paper in my classes. In addition, I want to reduce the number of copies that are made. The two technology tools that I will use to meet this goal are the internet/computer and my Interwrite board. All of my music classes will be required to use an internet-based theory program to learn foundational material. I will provide classwork/homework and exams for my students to complete and submit to my email for grading. I will also require my students to complete some of the classwork/homework assignments using the Interwrite board. By having my students complete the work on the Interwrite board, I can observe individual students at work and comment on their thought processes. In addition, the rest of the class can also learn from watching their classmates work.

There are two long-term goals I would like to achieve. The first is related to preparation. Music is not an easy subject to learn, and I should not prepare for it as if it is easy. There is plenty of music related technology available online for students to use and learn from. I need to spend the time researching and cataloging what is available for my students. Listening to examples of music, viewing musical scores, watching old concerts, and writing music are among the many music-related activities available for students now. The other long-term goal I have is to eliminate the use of paper in my classes. Most, if not all, of what I do in class can be done without paper. I will have a class set of computers available next year. Assignments can be completed using the computers. Exams can be given using the Interwrite board and clickers. The only paper that I should need to use is for send home progress reports.

Resources

Laureate Education, Inc. (Producer). (2009). Program two. Brain Research and Learning [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Connectivism and Social Learning in Practice

Social Learning is defined by Dr. Michael Orey as "students actively engaged in constructing artifacts and conversing with others" (Laureate Education, Inc., 2009). This ties in directly with the definition of cooperative learning, which "focuses on having students interact with each other in groups in ways that enhance their learning" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In essence, we are dealing with the concept of group work.

Group work, or cooperative learning, is an advantageous way for students to learn and process material. It allows teachers the opportunity to be facilitators. The teacher introduces new concepts, then the students take the lead and learn the material on their own, while the teacher observes and guides the learning. Students can be placed in permanent (base) groups in such a way that each person's strength can be taken full advantage of. The material that the students have learned can be presented in a variety of ways, including web pages, PowerPoint presentations, videos, and wikis.

The material itself can be learned in several ways. The first way is where each student researches the entire topic, discusses it with their group mates, then comes to a consensus. Web pages and wikis are great ways for students to create this type of presentation. This method, however, can quickly result in one member of the group doing all the work while the other members do nothing and take credit. The second way, utilizing a "jigsaw" strategy, requires each student to research one sub-topic each, then come together with their group members to build the whole product. The "jigsaw" method relies on each group member doing their own part of the work to create a complete project. The students can"come together" during school hours, or after school through Skype, a wiki, or email. The key to being successful using either method is communication. The students must collaborate frequently in order to create a finished product.

Resources

Laureate Education, Inc. (Executive Producer). (2007). Program eight [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Access Denied!!

My first voicethread!

Constructivism in Practice

Dr. Michael Orey defines constructivism as "a theory of knowledge stating that each individual actively constructs his/her own meaning" (Laureate Education, Inc., 2009). In the readings this week, we were introduced to many strategies that provide students with ways to meet the requirements defined as constructivism. The key to constructivism is that each student must gear what they are learning in such a way that he or she connects with it to find meaning. Teachers should instruct the students in such a way as to find meaning, in order to remember the subject matter. A perfect example of this was found on page 210 of Using Technology with Classroom Instruction that Works. Mrs. Schwartz turned her students concern for the community into a teaching moment by having her class collect data regarding acid rain. The classes collected samples from the local water supplies and tested pH levels in order to determine the acidity level of the water the community was being exposed to. Mrs. Schwartz took what is an important standard and gave the students a reason to learn and remember.

Resources
Pitler, Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitivism in Practice

Dr. Michael Orey states that "integrating multiple senses in presentations improves learning" (Laureate Education, Inc., 2009). Basically, the more ways information is presented, the more likely that the students will process it, remember it, and be able to recall it. The learning resources this week present multiple ways that technology can be utilized in order to demonstrate and remember the material that the students must learn.

The key in improving the learning process is to address all three areas of the Information Processing Model, as presented by Dr. Orey. The first step is sensory input of information. This can be done in several ways, including advance organizers, in order to prepare the students for what they will be learning. The second step is short-term memory. Students must practice what they have learned. Practicing can be accomplished through questioning, summarizing, and note taking. The more times and ways that they practice the learned information, the more likely the students will send the information they have learned into long-term memory, which is step three. Long-term memory is where the information that has been learned is stored. Dr. Orey details the three different types of information that are in long-term memory. They are declarative, or facts and information; procedural, or how things are done; and episodic, or tying events from your life to learning (Laureate Education, Inc., 2009). One great way to present information that should be in long-term memory is through the use of concept maps. This tool helps to organize information. It can also be used to change the information so that it is presented in a different manner for different learners, known as dual coding.

Resources

Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories. Bridging learning theory, instruction, and technology. Baltimore: Author.

Behaviorism in Practice

This week's topic dealt with Behaviorism, and the ideas of reinforcement through homework/practice and effort. These topics go hand in hand. It is circular in nature. Students who do not complete their homework show little effort, and therefore exhibit poor behavior patterns. Their lack of effort shows in their test scores and overall grades. The students, thinking that it will be impossible to raise their low grades, will continue to not complete homework, thereby showing continued lack of effort and continuing the poor behavior patterns.

Music is one of those subjects where effort and practice are one in the same. Lack of effort shows immediately in beginning music (band/orchestra) students. As I tell my students, "It doesn't take a rocket scientist to figure out that you haven't practiced." In the past, practice sessions at home could only be monitored by parents. Unless the parents had musical training, it was almost impossible for the student to receive immediate feedback. But, with the advances in technology, music companies have integrated computer programs into their methods books. With the use of the CD-ROM and a microphone, a student can practice their lessons at home on the computer. The program keeps track of what the student is playing, and judges whether or not the student has played correctly. The correct notes light green, the incorrect notes light red. The results of the practice sessions can be emailed to the teacher, who can then keep track of the students' progress on a spreadsheet. Practice and effort can be seen over time, on the computer screen and in how the ensemble sounds.

Final Blog (Week 8)

The primary reason for my beginning a Master's degree in Integrating Technology in the Classroom was for the simple fact that I felt behind the times. Sure, I can use computers, I own an iPod, and I know how to set the time on my DVD/VCR. But, I was part of the group of teachers that tells the students “Just sit there and take notes while I lecture at you”.

There is so much technology available these days for the classroom, and fairly inexpensive at that. It simply takes a little motivation and convincing the administration of the importance of technology to get it into the classroom. That is what I did. I am currently waiting for twenty five more music workstations for my Music Production class and six five-person electronic instrument sets for a new “School of Rock” class. With any luck at all, all of the classrooms on my campus will have Promethean boards by the beginning of the next school year. My music classes, and the school, are entering the 21st century. Now, the only thing that remains is how I choose to use the technology I have been so fortunate to receive.

This class has exposed me to several available technologies that I probably would not have checked into, that being blogs, wikis, and podcasts. I never would have dreamed of using any of them for class, but now after seeing how easy they are, and how easy they are to use, I find myself fighting to not use them before I get permission. Any of these technologies will offer new and positive ways for my students to get exposed to new music and to expose others to their music.

Having to learn these new technologies has changed the way I learn. Of course, it has also changed the way I do things in general. For the most part, I am still a “read the manual” learner. However, I am starting to make little steps forward and taking more risks when it comes to exposing myself to technology. It takes me awhile to get comfortable in using new things, and I am afraid to make mistakes. I think we all are. I find myself stepping away from reading manuals and just jumping in with both feet to try out the new things. Doing that makes us better learners, and consequently, better teachers. That happened with me while working on and completing the group wiki project earlier in the class.

As I mentioned earlier, it is hoped that by the beginning of the next school year, every class on campus will have a Promethean board system. I want to learn everything I can about the system to fully utilize the potential that it has. Even though music is not tested by the state, I still want my students to learn as much as they can about the subject. With the use of technologies like the Promethean board, wikis, and the like, students will probably be more motivated to learn, thus raising achievement, not only in music but in other subjects as well.

I have two goals for my classes over the next two years. First, it is my hope that within two years my classes will be mostly self-directed. By self-directed, I mean that the students will be taught a minimum amount of material by me, and the rest will be learned by them through doing, either as individuals or in groups. I can foresee all of my classes being able to use computers to accomplish what they need to learn, either in Music Production, Music Appreciation, or Guitar. Second, I hope that all of my classes will be able to perform assignments and examinations online. One of the great things about the Promethean board is that you can upload test results to grading programs. If the students take tests online, they get graded automatically, and with a couple of button pushes, the results upload to my grade book. This would greatly reduce the time needed to grade student work.

I have learned a lot about technology and myself in the last eight weeks. I see myself moving forward in how I teach, and how my students learn. With a little luck and a little preparation, my classes will start learning a lot more about the subject of music. My workload will initially be more, but will be less over time. The students will be ready for the 21st century workplace through their use of technology in my class.

My First Podcast

When I found out I was supposed to create a podcast for this week's assignment, I was a little panicked. But, I quickly gained composure when I realized that I have done recordings before, just not on my own. So, I opened up my Audacity program that was loaded on my computer and began exploring it. After playing around with it for about 30 minutes, I thought...hey this is no sweat. But, the hard part was yet to come. Getting students to record quotes for me after getting parental permission. No problem, though. But, then came the really hard part...knowing what to say and how to say it. After many abortive attempts, I finished. I hope you like it.

Click on My First Podcast above to hear it.

Evaluating 21st Century Skills

I found the 21st Century Skills website very intriguing. It was interesting that there were only 10 states that the partnership has agreements with. Being that California is the largest state population wise, begs the question, "Why does it not have an agreement in place?" "Does California think that they already do enough to prepare their students for the 21st Century workplace?" I wonder.

Even though the Arts is considered a core subject now, it still surprises me when I see it included in websites like this. Sometimes, I click on the link and there is a message saying, "Check back later", or there will only be one or two entries. On the website I located six entries when I performed a search of "Arts". I checked out one of the entries, and was happy to see that if I wanted to, I could integrate the information I found into my own class.

In the short time I spent on the website, I quickly realized that if things do not change in the field of education soon, the United States is going to find itself on the outside of a big castle, and no way to get in. Many other nations of the world are preparing their students to work in the "real" world. The United States needs to do the same, or risk failure. It would be shameful for that to happen.

My first blog

Hello everyone. My first blog - Woohoo!!!!

First off, let me tell a little about myself. I teach at Hook Junior High School in Victorville, CA. My content area is Music, with a little Social Studies thrown into the mix (not by choice).

I think blogs can serve an educational purpose in both content areas. Both music and history are taught all over the world. The perspectives are different everywhere. It would be a great way for students from different cultures/backgrounds to get together and discuss their views, or their likes and dislikes. Music Technology students would be able to describe their latest composition, then upload a mp3 file for everybody to listen to and comment on. History students can discuss current events such as the Iraq War, from their own perspective.