Reflecting on My GAME Plan

My original GAME plan, which I created in March, was focused upon developing and increasing the use of technology tools in all grade levels of my instruction, and further develop my knowledge, understanding and use of technology tools to improve my students’ learning through participating in professional development. 

            I have discovered that while implementing every phase and idea of my GAME plan has not and will not happen, I have made great strides in some areas, stepped out of my technology comfort zone and survived, and have gained a wealth of knowledge along with multiple websites and apps to explore over the summer.  Through the exploration of these sites, programs and apps, I will discover new ways to enhance the music learning experience for my students, moving from a teacher-directed, centered style of instruction to a classroom where my students are able to use various technology tools to work with music to deepen their understanding and appreciation for the subject area.  The apps that I have found to use on the iPads will enable my students to work more with composition at all grade levels, instrument identification for the younger grade levels, and improve pitch and sight singing ability. 

            I am still working towards my goal of implementing one learning experience each semester for each grade level that incorporates the use of digital tools.  Having the time over the summer to modify my lesson plans will help ensure this goal is achieved.  Trying to implement a new activity this close to the end of the school year for each grade level has been a little challenging.  I have been using letter videos on the iPad with the Kindergarten classes; the first grade classes have used the Promethean Board to improve their music reading; second grade has used an interactive program for the Promethean Board to learn about the orchestra; the fifth grade recently worked on creating and recording safety raps along with learning their musical.  All of these learning activities have been enhanced through the use of the technology tools.

            The steps of the GAME Plan process:  establishing goals, taking action, monitoring progress, and evaluating accomplishments, have been very helpful keeping myself on track, accomplishing goals and measuring progress.  Sharing this approach to classroom projects, such as problem-based learning activities or digital storytelling, will help students develop the skills to organize, complete and reflect upon collaborative projects, preparing them for tasks they will face in the future.  Students can apply the acronym to any subject level or activity they encounter, helping them to determine how to proceed and accomplish tasks. 

            Using technology in the classroom can improve and impact student achievement through engaging them in learning and holding their interest (Laureate Education, 2009c).  The uses of technology range from simple skill and drill activities to more complex activities such as on-line collaboration or digital storytelling.  Two immediate adjustments that I would like to make with regard to my instructional practice and the integration of technology are the development of digital storybooks to help with the delivery of new information and establishing on-line collaboration for my students, giving them the opportunity to share and exchange ideas on music with one another, music students in other schools, and musicians around the globe.  Students enjoy learning through the use of technology; it matches their lifestyle outside of school (Laureate Education, 2009a). They are very comfortable with and around technology. The more technology I integrate into my instruction, the more I will be engaging my students, meeting them where they are, and moving forward to explore music and gain deeper understandings (Smith, 2007). Using tools such as problem-based learning, digital storytelling or online collaboration help teachers meet the learning needs of all students.  Differentiated instruction can be accomplished through the use of technology, providing students with visual, aural and tactile experiences, ensuring that all learners are able to access the content in the method that fits them best (Laureate Education, 2009b).  Students that are accessing content are students growing in their knowledge and understanding, which is the ultimate goal of teaching.  Technology is there to support this goal; it now must become my goal to discover and integrate the right tools to support their growth and development as 21^st century learners.

References

Laureate Education, Inc., (Executive Producer). 2009a.  Integrating technology across the content areas: Enriching content area learning experiences with technology, part 1. Baltimore, MD: Author.

Laureate Education, Inc., (Executive Producer). 2009b.  Integrating technology across the content areas: Meeting students’ needs with technology, part 1. Baltimore, MD: Author.

Laureate Education, Inc., (Executive Producer). 2009c.  Integrating technology across the content areas: Promoting self-directed learning with technology. Baltimore, MD: Author.

Smith, F. (2007, April 20). How to use social-networking technology for learning. Retrieved from the Edutopia website: http://www.edutopia.org/social-networking-how-to.

Monitoring my GAME Plan Progress

Two areas that I have selected from the International Society of Technology in Education (ISTE) National Education Standards for Teachers (NETS_T) to develop a GAME plan to improve my confidence and proficiency in integrating technology into my classroom are:

Standard 2, Indicator A:  Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

Standard 5, Indicator A:  Participate in local and global learning communities to explore creative applications of technology to improve student learning (International Society for Technology in Education, 2008).

The goals that I established to meet these standards were to incorporate one learning activity using digital tools for each grade level during the last quarter of the school year, and to attend a workshop or webinar each quarter to continue to develop my understanding and ability to integrate the use of technology in my classroom. 

I have continued to research, review and practice using music apps for the iPad, but am still looking for a good quality music composition app. I have found some quality apps that will work well with multiple grade levels, helping me to meet my goal of incorporating a digital activity for each grade level.  Finding seminars, workshops or webinars to participate in has not been a problem.  Many organizations are posting their summer sessions, so now it appears to just be a matter of narrowing down the options and making a selection.  I am leaning towards a course in Excel. That is a program that I enjoy using and know some basics, but would like to expand my knowledge and ability to use the program.

In reflecting as to any modifications that need be made to my original plans and goals, I would like to focus my efforts of technology integration with grade levels 1, 2, 3, and 4. The 5^th graders are working on preparing their spring musical during our musical time for the next six weeks, then they head to camp for a week, and upon returning I will only see them for one more week.  This schedule limits my ability to truly integrate a quality technology tool.  The kindergarten classes will also be spending a large majority of their time in music class over the next five weeks preparing songs and poems for their Kindergarten Tea Programs, which they perform for their families during the school day.  I intend to supplement our Tea preparations with an app for the iPad called Letter songs A-Z, projecting the songs on the Promethean Board.  For the remaining grade levels, I have selected the following technology tools for integration: Grade One, activities with the Promethean Board in flipcharts identifying notes that step and skip; Grade Two students will practice naming notes using either BlueNote or Piano apps on the iPad; Grade Three students will create graphic organizers on instrument traits; Grade Four students will compose a four measure song using Musescore in the computer labs.

Although not a new thought to any teacher, quality preparation is very time consuming, and every lesson must be properly prepared to be successful and beneficial to the students, which is what education is all about.  To present these projects well to my students I must be thoroughly prepared and well versed with the digital tools.  I am learning I need more hours in my days!

I attended the Innovate, Create Conference hosted by The Ohio State University yesterday and today.  I was lucky to be on Spring Break so that I could attend the conference this week.  I attended six sessions and came away with some great information.  It was assuring to hear similar thoughts and ideas expressed by many of the presenters that I have encountered in my Walden classes, that is, the need to transform education through the use of technology into active learning scenarios that develop critical thinking and problem solving skills in students.  I came away with some new information and ideas along with a better understanding of some tools, such as digital storytelling. A highlight of the conference was the keynote speaker, Dr. Cable Green of Creative Commons.  After learning about Creative Commons in my last class at Walden, I welcomed the opportunity to further my understanding of OER.

It has been a quality week as I have made progress on my GAME plan. I have selected the digital tools that I will use with grades 1, 2, 3, and 4 over the next eight weeks.  My next step will be to further refine the learning objectives and design the lessons to meet the goals. 

           

References

https://itunes.apple.com/us/app/blue-note.music-flash-cards

https://itunes.apple.com/us/app/piano

http://itunes.apple.com/us/app/to-z-music

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

musescore.org

Carrying Out My GAME Plan

Last week I selected and established two goals from the International Society of Technology in Education (ISTE) National Education Standards for Teachers (NETS_T) in conjunction with my GAME plan for becoming more confident and proficient in using and incorporating technology into my classroom.

 

With regards to my first goal of designing and implementing a learning activity for each grade level incorporating a digital tool, I need to explore music apps for iPads.  I am specifically looking for composition and music notation apps, but would also like more knowledge on other music apps.  I have reached out to technology and music colleagues, asking them for their suggestions.  I have also spent time reviewing professional journals which have columns rating and suggesting apps in each issue.  I would also like to explore app recommendations on professional association websites.  I have searched the App Store on the iPad and downloaded some new music apps, so now I need to work with each of them to see how they could best be used to improve my students' learning experiences.  I also need to discuss with my principal the availability of any funds to purchase apps for the iPads.

My second goal is to participate in learning communities, or professional development, on a regular basis, gaining in my knowledge of ways in which technology can improve student learning.  Next week I will be attending a two-day conference, Innovate Create, through the Ohio State University.  This conference was recommended to me by my sister, who attended last year and thought many of the sessions would be beneficial in my desire to improve and strengthen my knowledge and use of technology in my classroom instruction. 

 

The goals have been set, and now progress is being made towards taking action on the goals. 

 

References

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

My GAME Plan

Although I have been out of college for 32 years, actively working in the field of education for 23 years, I have only been in my current position as an elementary general music teacher for three years.  I am still designing and refining my curriculum, and as I review the International Society of Technology in Education (ISTE) National Education Standards for Teachers (NETS_T), now is the perfect and appropriate time to implement changes to ensure that my teaching content is working to meet the standards set forth for both my students and myself.

As I begin working on my eighth class toward a Master’s Degree in Integrating Technology in the Classroom, I can see and feel the growth in my knowledge and understanding of technology from where I was a year ago.  However, as fast as technology changes, I am aware there is always more growth to accomplish. 

Two areas that I would like to become more confident and proficient are:

Standard 2, Indicator A:  Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

Standard 5, Indicator A:  Participate in local and global learning communities to explore creative applications of technology to improve student learning (International Society for Technology in Education, 2008).

To help improve my confidence and proficiency in these areas I will be working with a GAME plan, by setting Goals, taking Action, Monitoring progress, and Evaluate the growth made.  (Cennamo, Ross & Ertmer, 2009).

Setting Goals

2A – As I work to design and improve my curriculum in grade K-5, looking for more sequential building in each grade level, I would like to set a goal of incorporating a learning experience each semester for each grade level that incorporates the use of digital tools.  

5A – I would like to attend one workshop or participate in one webinar each quarter of the year to strengthen and improve my knowledge of technology tools and the classroom implications to improve student learning.

Taking Action

2A – As important as infusing technology tools into instruction are, it is best done in small steps, building confidence (Laureate Education, 2009).  With one quarter left in this current school year, or approximately nine lessons for each grade level, my plan of action will be to design one lesson that incorporates a digital tool for each grade level during the next nine weeks.

5A – Knowing that I learn best by listening and observing, and not just jumping right in and playing with a new piece of technology, I will need to research courses offered through two local technology service centers in my area for courses available on technology tools.  I attended at workshop on iPads in December, and am attending a two-day workshop March 25-26 entitled Innovate Create, so I am currently meeting my goals and need to continue with this schedule in the future. 

Monitoring Progress

2A – Through reflection and journaling, I will record how each lesson went, making record of modifications and improvements for the next school year.

5A – I will keep quality notes from all workshops, highlighting those applications that I think would most benefit my students.

Evaluation

2A – As I work to improve the overall design of my curriculum, I will need to hold myself responsible and accountable for ensuring that the outline for each grade level includes an authentic learning experience each semester that incorporates the use of technology tools, and ask that my colleague or principal hold me accountable to my plans.

5A – Attendance at four conferences or workshops

In addition to taking courses to earn a degree, I am working towards improving my knowledge and confidence of technology in my classroom, believing that its use is vital to quality teaching, all attributes of teachers who successfully incorporate technology into their instruction (Laureate Education, 2009).

References

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. 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/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Laureate Education, Inc., (Executive Producer). 2009.  Integrating technology across the content areas: Enriching content area learning experiences with technology, part 1. Baltimore, MD: Author.

Connecting Learning Theories with Instruction

It is amazing to find myself nearing the completion of another course towards my Master’s Degree in Education from Walden University.  It is even more amazing to look through my notes from the past seven weeks and review all of information that has been covered, learned, and in my case, possibly re-learned from years ago.  Prior to the start of this course, the title alone, Bridging Learning Theory and Instruction, had me confused.  Now, not only do I better understand the name of the course and the material covered, but also the impact such knowledge can have in the classroom and student achievement.

            At the start of class I felt very strongly about constructionism as the primary learning theory.  While I still recognize that giving students the opportunity to construct their own knowledge has a powerful impact on their learning experiences, I have gained a deeper appreciation for the cognitive learning theory (Laureate Education, Inc., 2011a).  With this knowledge I aim to provide students will stronger opportunities to connect new knowledge to previous experiences, allowing students to make connections in their brains upon encountering new information (Laureate Education, Inc., 2011a).

            Knowing and understanding learning theories and using appropriate instructional strategies that incorporate technology can have a positive impact on students and their educational experience (Pitler, Hubell, & Kuhn, 2012).  Understanding how the brain processes information helps a teacher determine the best approach to instruction (Laureate Education, Inc., 2011b).  Some lessons are best served through repetition and reward while others work best with active student engagement.  Having knowledge of technology resources to match learning theories brings about improved experiences and instruction for students. 

           

           

            As a result of what I have learned regarding learning theories, instructional strategies and the use of technology, my goal for integrating more technology into my classroom is to plan more cooperative and collaborative learning experiences for my students.  Providing students with the opportunity to build music artifacts demonstrates their growth and understanding about music. These experiences engage them in their learning and help deepen their understandings (Laureate Education, Inc., 2011c).  

            Storybook and Voice Thread are new technology tools that I plan on using with my students, along with continued use of Power Point.  These tools provide students with an opportunity to offer their reactions to music in linguistic and non-linguistic form.  This opportunity for dual-coding, as developed by Paivio, enables students to view a graphic representation along with written text, which strengthens their ability to understand new material (Laureate Education, Inc., 2011a).

            Lecture and direct instruction from the teacher are the least effective means of instruction because they lack student involvement and engagement (Laureate Education, Inc., 2011d).  I have become familiar with strategies that I had never considered being a part of my instruction process, and am equipped with technology tools to implement them.  More importantly, these strategies are tied to learning theories, supporting the need for students to be a part of their learning experiences.

            Through the use of Power Point or the Storybook app for the iPad, I would like to have students create a multi-media presentation that explains the meaning of the lyrics of the Star Spangled Banner. In second grade, music students sing verse one, however, many of the words and phrases to this 200-year-old song are difficult for them to understand.  I discuss the history of the song and offer them my explanations and interpretations.  In third grade, I would like to have the students create a slide show of their interpretation of the meaning of the lyrics to verse one, then in fourth grade add more slides with their explanation of verse two, and in fifth grade add verse three to their presentation.  I would like to burn their presentation to a disc that each student could take home with them as they leave the elementary at the end of fifth grade, as a memento of elementary school. 

            Another addition I would like to make using technology in my classroom is having students work more with composition software.  We frequently discuss what we hear and see in music regarding pitch, rhythm, form, tempo, dynamics, and tone color, but I would like to provide students with the opportunity to construct their own music, working with these elements in a way that is meaningful to them.  Making decisions about which pitches and rhythms to use could help build a greater understanding of the terms and their importance in musical compositions.  Assigning a composition project once a quarter would be the best way to begin working with this new technology.  A rubric would be presented to the students helping them understand the required elements such as time signature, number of measures, note values to be used, and other basic musical parameters.  As the students’ experience with composition grows, more elements can be added.  The advantage of using technology for composition is that the students can have immediate feedback, hearing the sound of their piece, and easily make any changes or corrections to their project.

            Technology cannot replace quality instruction but it certainly can help a valuable tool enabling teachers to help students reach greater heights of academic understanding and accomplishment.

           

References:

Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program one: Understanding the brain [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011c). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011d). Program thirteen: Technology: Instructional tool vs. learning tool [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. & Kuhn, M., (2012). Using technology with classroom instruction that             works (2nd ed.). Denver, Colorado: McRel.

Social Constructivism

           The learning theory for this week, Social Constructivism, revolves around the premise that students and people primarily learn when they are both actively engaged in the building of a meaningful artifact AND discussing the building of the artifact with others (Laureate Education, Inc., 2011).  According to Dr. Orey and social learning theorists, both culture and context are important in building knowledge and understanding (Laureate Education, Inc., 2011).  When students are given the opportunity to work together in a cooperative learning setting, they share, compare and exchange information through collaboration and communication, often deepening the understanding and learning of all members of the group (Pitler, Hubbel, & Kuhn, 2012).  Cooperative Learning helps students better retain and understand what they are learning through the social processes of discussion, exchange of ideas and listening to one another (Pitler, Hubbel & Kuhn, 2012).   

            A technology tool that can be effectively integrated into Cooperative Learning opportunities is the creation of audio and/or video projects. The use of multimedia requires communication and collaboration among group members as they research, design and implement their project.  The use of classroom blogs or wikis also gives students the opportunity to share their thoughts and ideas with one another, and also plan, develop and follow the progress of a project.  Using these types of tools provide students with a rich learning experience, one in which they construct while sharing their knowledge and understandings, which supports social learning theories.

References

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. & Kuhn, M., (2012). Using technology with classroom instruction that             works (2nd ed.). Denver, Colorado: McRel.

Voice Thread URL:

https://voicethread.com/share/4945405/

Constructivist and Constructionist Learning Theories

The learning theories of constructivism and constructionism are based upon the work and research of Seymour Pappart and Jean Piaget.  Constructivism focus on what the learner knows and sets forth the idea that each student constructs, or builds, their own, unique meaning out of information (Laureate Education, Inc., 2011).  Constructionism focuses on learning, and is based upon the concept that people learn best when they are given the opportunity to build an object that correlates with their learning. (Laureate Education, Inc., 2011).  When students are given the opportunity to construct an artifact related to the subject of study, they go through processes of assimilation and accommodation.  Assimilation occurs when new information is worked into what a student already knows and understands; new information “fits” in with previous knowledge (Laureate Education, Inc., 2011).  Accommodation is when current knowledge is adjusted to “fit” with new information (Laureate Education, Inc., 2011). Assimilation and Accommodation are the foundation of the constructionist learning theory.  When students are given the opportunity to construct objects related to learning, the construction enables them to fully experience these processes (Laureate Education, Inc., 2011).

            When planning for experiences to enhance the construction of objects or artifacts to solidify student learning and understanding, the use of technology has much to offer.  Generating and testing of hypothesis requires students to construct their thoughts with the use of high-order thinking situation (Pitler, Hubbell, & Kuhn, 2012).  When students produce and test hypothesis they are developing critical thinking and problem solving skills. Technology can assist students by providing them with date to analyze, giving them the opportunity to study the data, versus spending time collecting the data (Pitler, Hubbell, & Kuhn, 2012). Templates found in the programs Kidspiration and Inspiration can help students organize their thoughts and plans of action for working with hypotheses.  Multiple styles and types of spreadsheets can be created through programs such as Microsoft Excel, offering students opportunities to study and interpret data.

            Software programs can also offer simulation experiences that give students the opportunity to apply and experiment with their knowledge (Pitler, Hubbell, & Kuhn, 2012).  In these settings, students often receive immediate feedback of their choices and selections.  In my subject of music, programs such as Garage Band and Musescore come to mind as students work as composers, testing their knowledge of how rhythm, pitch, tempo, dynamics and tone color come together to create music.

            Although there is a place of behaviorism in the classroom, and the cognitive learning theory that was explored last week explains how students make connections as they learn, I believe constructionism can have the most impact on the classroom.  As students are in the process of building artifacts representing their learning, they are actively engaged, making assimilation and accommodations, which help them, grow and deepen their knowledge and understandings.

References:

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. & Kuhn, M., (2012). Using technology with classroom instruction that             works (2nd ed.). Denver, Colorado: McRel.