I have much cause to celebrate
as another Walden University course draws to a close. Looking back I have
learned a lot studying how to integrate technology across the content area. As
I look back, one major area of focus was in the use of the GAME plan to assist
with becoming a self-directed learner. The use of the GAME plan allowed me to
set goals, plan actions to help realize these goals and monitor my actions to
determine how I am progressing towards achieving my goals. Self-evaluating my
plan of actions helped me to determine what was working and what was and make
any necessary changes (Cennamo, Ross & Ertmer, 2009). From experiencing the
benefit of using the GAME plan, though it can be a tedious process, I have
begun to teach these principles to my students to enable them to become life-long
self-directed learners, which is the ultimate goal of any educator.
Technology is a wonderful tool that allows teachers to
bring authentic learning experiences in the classroom that one would not
normally be able to do. As I embrace the use of various technology to assist me
to enhance the learning experience of my students, I am now on my way to
achieving the stated goals I set at the beginning of this course. Taking the
time to plan these learning activities that incorporate technology has not only
increase students’ engagement in the classroom but has allow me to
differentiate instructions to benefit all learners in the learning environment.
By now means am I a master at the use of these technologies for the classroom
but it is an ongoing process that I will continue to work on as technology
continue to evolve and different students enter my classroom each year. While the
move in educational institution is for teachers to adopt more technology in the
classroom, I must be careful not to merely incorporate technology in my
classroom just to say that I have a technology rich learning environment
(Laureate Education, Inc., 2009) but must endeavor to make the use of technology
meaningful in the classroom. Therefore, I have begun to make baby steps in this
area. Digital storytelling is one digital tool that I have begun to use in my
business studies lesson. Digital storytelling is versatile as it can be used
across the content area and allows students to use their “communication,
interpersonal, problem-solving, creative thinking, analytical and research
skills (Laureate Education, Inc., 2009). These are areas in which I want my
business students to develop.
The use of problem-based learning has lots of benefit for
the learner, it allow the learner to research, organize, synthesize and
evaluate information for their own learning. This strategy allows the learner
to take responsibility for their own learning, enabling them to become
life-long learners while developing their problem-solving skills (Laureate
Education, Inc., 2009).
I
would also adjust my GAME plan to include the use of social network in the
classroom which will allow a wider diversity, thus exposing my students to
global learning and provide them with differentiated instructions (Laureate
Education, Inc., (2009).
References
Cennamo,
K., Ross, J. & Ertmer, P. (2009). Technology
integration for meaning classroom use: A standards-based approach.
(Laureate Education, Inc., Custom ed.). CA: Wadsworth, Cengage Learning.
Laureate
Education, Inc. (Producer). (2009). Spotlight
on technology: Digital storytelling, part 1. Baltimore, MD: Dr. Arnie
Abrams.
Laureate
Education, Inc. (Producer). (2009). Spotlight
on technology: Digital storytelling, part 2. Baltimore, MD: Dr. Arnie
Abrams.
Laureate
Education, Inc. (Producer). (2010). Spotlight
on technology: Social networking and online collaboration, part 1.
Baltimore, MD: Vicki Davis
