Course Reflection

            The GAME plan I originally developed has helped guide me in developing my technology skills as a teacher.  This plan encouraged me to think beyond the philosophies and skills I believed were most effective, and consider implementing new learning opportunities in my classroom that revolve around the use of technology.  As a result of my GAME plan, I am no encouraged and motivated to follow through with the instructional practices I hope to integrate in the coming school year.    

A slight modification may have to be made to my updated GAME plan.  I am considering integrating an electronic portfolio as opposed the paper-based student portfolio that I originally considered in my GAME.  Through this course I have discovered many wonderful activities that require the use of technology, and I would like for my students to display all of the portfolio activities electronically.  I will have to consider possible sources to use for storage and display.

I do not believe I would modify the GAME plan process in any way because I think it is very effective in its current state.  Dr. Katherine Cennamo explains that self-directed learners plan, monitor and evaluate their actions, and she presents the GAME plan technique as a means to help students develop into self-directed learners by setting their own goals, taking action, monitoring their progress, and evaluating the effectiveness of their learning processes (Laureate Education, Inc., 2010).  However, one change I would consider is consistently reviewing the original goal of the GAME plan throughout the process.  I think it is important for students to maintain focus on the goals that they established at the beginning of the processes. 

I will immediately make adjustments to my instructional practice regarding technology integration into my content area by incorporating more technology on a daily basis.  Part of this integration will appear through the use of an interactive white board that I will be added to my classroom next year, and the other part of the technology integration will be through student projects.  While teachers can develop authentic, learner-centered instruction without the use of technology, it is a power tool to help increase students engagement and motivation in the learning environment (Cennamo, Ross & Ertmer, 2009).  New tools I have discovered and become more comfortable with as a result of this class.  Student projects that utilize problem-based learning (PBL), social networking/online collaboration, and digital storytelling will be added throughout the school year. 

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). (2010). Promoting Self-Directed Learning With Technology [Webcast]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.