Monitoring Your GAME Plan Progress
. 1. Are
you finding the information and resources you need?
Yes and no; My GAME plan is tilted Digital Vocabulary. For unit I will teach
my students how to create new set of vocabulary words using the Interactive
Smartboard including the imagery, audio, and video for each vocabulary word. First, I will model how to combine imagery and
a new vocabulary word. Next I will model
how to add audio to the same vocabulary word.
If available, I will model how to add video to a vocabulary word. My students will use technology like Voice Thread to create
their own presentation. Students will
present vocabulary words defined by imagery, audio and if possible video.
Finding imagery to define their vocabulary words has not
been a problem thanks to websites and search engines like Google Images. What has been a challenge for some students
is narrowing images down to one image that best defines their vocabulary words.
Finding audio to add to a specific
vocabulary word and imagery has been challenging. One adaptation to the audio aspect was
allowing students to create audio with their own voices. Some students have the talent to imitate sounds
they hear and reproduce that sound with their own voice.
Adding video to their vocabulary
words has also been a bit challenging.
The issues with video has been finding video segments that are
appropriate for school, and finding videos that are short segments under ten
seconds has also been challenging. A
video adaptation or adjustment we made was learning how to download and use
computer programs that allow you to edit video.
2. Do you need to modify your action plan?
Another modification is
providing more scaffolding. First I will
have the class break into their collaborative groups and work with their groups
to add imagery and audio to a second vocabulary word. After that I will strategically partner
students to add imagery and audio to another vocabulary word. Eventually students will be able to independently
add imagery and audio to a fourth and fifth vocabulary word.
3.What
have you learned so far?
I
learned how important it is to communicate with other educators, specialists,
and educational coaches in my district to identify what tools do they have in
place, and how are they using them.
I also learned that each student has their own unique gifts
and talents. It is up to me as an
educator to identify those gifts and provide choices and opportunities that
allow my students to maximize those gifts (Laureate Education, Inc., 2011).
Ultimately, I have learned that when you are integrating
technology, as a teacher, I need to be flexible with be able to modify the
lesson, provide strategic scaffolding, add more or better technology, and increase
the timeline.
4.
What
new questions have arisen?
To save time should I find
vocabulary words that have many options for imagery, audio, and video segments?
Should I include programs that edit
images, audio, and video? If so, should I increase the timeline to accommodate
websites and software that will allow my students to edit their images, audio,
and video?
I don’t want to limit my student’s creativity, so how much scaffolding
should I provide?
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.
Laureate Education, Inc. (Executive
Producer). (2011) Meeting students’ needs with technology, part 2. [Video
webcast]. Retrieved fromhttps://class.waldenu.edu/webapps/portal/frameset
