Final Reflection

As I reflect on the past seven weeks, I am greatly amazed at the progess that I have made, the amount of information that I have learned and the value of the GAME plan on my instruction.  Cennamo, Ross and Ertmer (2009) incorporate the GAME plan as part of being a self directed learner.  They define self directed learning as “any increase in knowledge, skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforts using any method in any circumstance at any time” (Cennamo, Ross and Ertmer, 2009, p.2).  At the beginning of this course we were asked to create a GAME plan and to work on our GAME plan throughout the duration of this course.

           

My GAME plan goal was to integrate technology tools that allowed students to demonstrate their creativity and to incorporate various methods of assessments incorporating both content and technology standards.  Throughout the duration of this course, I have learned many new tools and have learned how to think outside of the box in regards to my instruction and the impact that technology has on my instruction.  I must admit that the integration of various forms of technology for student creativity has been a difficult task.  This has been a difficult task primarily due to the availability in which I am able to reserve the computer lab in my school.   Although this is the case, I have multiple ideas that will allow students to utilize their creavitiy with technology.  For example, when it comes to learning about nutrition and balanced diet, I will be taking my students to the lab to create a daily meal plan and then they will work with partners to evaluate their designed meal plans.  This will provide students with the opportunity to think creatively.  Creative thinking is defined as “complex thinking that requires efforts and produces valued outcomes” (p.25). 

 

As I think about the progress that I have made with my GAME plan, I have been able to assess my students in multiple ways.  They include through the use of paper and pencil assessments, total participation strategies and the use of ActiVotes in my classroom.  With this knowledge, I have been able to complete half of my GAME plan to date and I do not feel the need to make any modifications to my GAME plan.  However, I do feel that I need to ensure that my students are getting a fair opportunity to engage in higher level thinking activities and should have fair access to the computer lab to do so.  As a result of my learning, I feel that it is important that students be provided with the opportunity to engage in projects and activities that require them to think at a higher level.  As educators we want students to become self-directed learners.  The use of the GAME plan strategy, supports students in becoming self-directed learners and evaluate their actions(Laureate Education, Inc., 2010a).

 

Through my learning and understanding of the content that I have learned throughout this course, I know that it will have immediate impact on my instruction.  The integration of technology will be highly important in order to continually engage my students.  Furthermore, the use of problem based learning as well as social networking and online collaboration have a high value that will benefit students, especially in regards to the Physical Education curriculum.  We know that there are many benefits to social networking and online collaboration.  However, with respect to Physical Education when students can publish fitness and wellness plans through a blog or wiki and receive feeback from their peers it can greatly impact their learning (Laureate Education, Inc., 2010b).  Furthermore, problem based learning and digital storytelling serve a great role of extending the content and curriculum for students.  It provides them with the opportunity to connect to the content and internalize what they have learned.  Vicki Davis stated “Teachers are not just teachers, they are connectors.  Our job is to connect our students to the content, to the resources and to other classrooms around the world” (Laureate Education, Inc., 2010b).

 

Inconclusion, I have thoroughly enjoyed this class.  I have learned a great deal of information and it will greatly impact my instruction.  I want to take the time to thank you for challenging all of us to require more of ourselves and of each other with the greatest impact occurring in our classrooms.

 

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). (2010a). Promoting self-directed learning with

technology. [Webcast]. Integrating technology across the content areas. Baltimore,

MD: Author.

Laureate Education, Inc. (Executive Producer). (2010b). Spotlight on technology: Social

networking and onling collaboration, Part 1 [Webcast]. Integrating technology across the

content areas. Baltimore, MD: Author.

Monitoring the GAME Plan

As I continue to work with my students, I am amazed at the creative ideas they have and how easily they can take the content and relate it to their own personal lives.  Through the implementation of my GAME plan, I have found myself thinking outside of the box more in terms of integrating more technology into my instruction.  Additionally, as a result I have found that as a Physical Education department, we are having more discussions about project based learning and creative ways to get our kids into the computer lab to utilize technology and demonstrate their knowledge of concepts that they have been taught.

I have found great success in accessing resources to help with this plan.  Collaboration has been critical.  Fortunately, I have been able to work with numerous colleagues from our media specialist to special educators and even some general educators.  Everyone has been super helpful.  All of us together, understand how important it is have students engaged with technology and provide them with the opportunity to be creative.  In the video Meeting Students’ Need with Technology Part 2, Vicki Davis discusses how the project based environment allows students to work in their own element where they are comfortable and it also provides students with an avenue to communicate(Laureate Education, Inc., 2009). 

When I think about the time that it will take for students to complete projects due to the schedule in which I see them for class, I am concerned.  It will take students quite a long period of time to complete projects, but I also have to ensure that they are getting physical activity as well.  However, I would to continue to build my collaborative relationships with the media specialist, general education teachers and special educators and hopefully together we can find enough time for students to work and complete their projects. 

At this point in time, I have had the opportunity to attend a technology workshop for Pixie 3.  Pixie 3 is creation software designed for kids.  The software includes templates, the option to record their voice and the option to have students collaborate on one project from multiple computers.  This has opened up a whole new window of options for students in terms of their projects.  I have learned that students often know more than we do about technology and their ideas of much larger than I have ever imagined.  Finally, as I think about the end in mind with allowing students more opportunity to create in relationship to the content that they have been taught, I have had a few questions arise.  How can students share their projects with their families, other students and globally?  Is there a way to split students into groups to have a faster production rate?  How do I find the balance between students being physically active and having the opportunity to interact and create using technology?

References

Laureate Education, Inc. (Executive Producer). (2009). Meeting Students’ Needs With Technology, Part 2 [Webcast]. Integrating technology across the content areas. Baltimore, MD: Author.

Carrying Out the GAME Plan

The goal of my GAME plan is to integrate technology tools that allow students to demonstrate their creativity and to incorporate various methods of assessments incorporating both content and technology standards.  When considering my goal, I recognize that I will need assistance and access to resource in order to effectively carry out my plan. 

First and foremost, I will need to work with the Media Specialist to determine times that are appropriate to utilize the computer lab as well as the various technology programs that are available for student use.  Additionally, I will need to work the Special Education Teachers and the Gifted and Talented Teacher at my school and make a determination of which programs work the most effectively in addressing specific learning needs.  All of these individuals will serve as great resources as I am aware of the content standards associated with my curriculum in addition to the technology standards, but I am seeking ways to assist students in being creative, connecting to our content and producing something that is meaningful for them as their “take away” from a particular lesson.  For example, my third grade students have to be able to describe a balanced diet.  In the past I would have taught this by introducing and reviewing the food groups and then having students complete a paper pencil type of assessment where they would put in writing what they viewed to be a balanced meal that is part of a balanced diet.  Cennamo, Ross & Ertmer (2009) state “… digital media promises to provide the greatest flexibility in terms of planning, implementing, and assessing learning activities” (p.117).  With this knowledge, students will be utilizing the computer lab and working on the Choose My Plate website to play the blast off game where they choose foods to put together a balanced meal utilizing the Choose My Plate guidelines.  After they have spent some time working with the blast off game, they will then begin working on putting together their description of a balanced meal that they would eat.  They will have the choice of putting it together in a format of their choice, such as: concept map, placemat design using Pixie 3, word document, powerpoint presentation or photo story.  The objective is for students to be able to demonstrate their knowledge of a balanced diet and create something that they would have in their own lives.  With my example, I will also be in need of other various resources such as video clips discussing the Choose My Plate guidelines, children discussing a balanced diet and a visual representation of what a sample plate would look like based on the Choose My Plate guidelines.

At this point in time, I have been able to schedule a time in the computer lab where students will have the opportunity to interact with the Choose My Plate website, the Blast off Game and to begin work on their final products for describing a balanced meal in their lives.  I have also had the opportunity to consult with the Special Education Teachers and the Gifted and Talented Teacher to discuss my plan and the specific learning needs of students in my third grade class.  I am excited to engage in this process with my students and to see how much they learn about a balanced diet through their exploration.

References 

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: Astandards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth,Cengage Learning.

GAME Plan

Cennamo, Ross & Ertmer (2009) state that “As you set goals, take action, monitor your learning, and evaluate your progress, you take control of your own learning process” (p.7).  When I think about my GAME plan in relationship to increasing my confidence with the NETS-T, I would like to gain more confidence with are standard two and indicators a and d.  The focus of my GAME plan based on standard two, indicators a and b state “a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity” and “d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching” (International Society for Technology in Education, 2008, p.2). 

My GAME Plan for ISTE NETS-T  are as follows (Cennamo, Ross & Ertmer, 2009):

Goals – integrate technology tools that allows students to demonstrate their creativity and to incorporate various methods of assessments incorporating both content and technology standards

Actions – plan lessons that provide students access to technology where students are able to demonstrate their creativity and provide students with multiple forms of assessment

Monitoring – monitor student progress of creativity and performance as it relates to content and technology standards; make the appropriate modifications to instruction based on student performance of related assessments

Evaluate – determine student growth of mastery of concepts based on final created products and performance on assessment

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.

International Society for Technology in Education. (2008). National education standards for

teachers (NETS-T). Retrieved

fromhttp://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Final Reflection

Over the past seven weeks, I have learned a great deal of information.  As I reflect on my learning, I cannot help but to think about how my learning will greatly impact how I deliver instruction to my students.  Having a greater understanding of how learning theories, the brain and technology all connect together have provided me with resources and information that will help me to grow professionally.

During week one of this course we were asked to articulate our own personal learning theory.  I had shared that I believed that all students can learn and that I felt that students learned best when they were able to experience what we were discussing in class.  I had also shared that I tend to teach my students in the same way that I learn, which is through lists and visual representations.  However, through our learning in this course, we have a greater understanding of how the brain works and impacts learning.  With this understanding I feel that I am better able to address the needs of my students.  Understanding that the brain is visual and remembers information that is used frequently helps me to understand how and why students remember the things that they do.  For example, I have created an acronym that I use with my students to help them remember the components of fitness.  As a group, I have the recite it when they come in for class to aid in remembering their components of fitness and how each letter represents a different component.  Additionally, this course has helped me gain a better understanding of learning theories and educational technologies to support student learning.  In regards to learning theories, I have recognized that it is a good practice to use a variety of learning theories within my classroom.  This practice will allow me to address and meet the learning styles of all of the learners that are in my classroom.  Finally, the opportunity to create and use the various forms of technologies during this class has greatly expanded my teaching toolbox.  Many of these tools will have a significant impact on instruction in my classroom, with the intention of reaching more of my students by keeping them engaged.

When I think about the immediate changes that I would like to make to my instruction, I think about the use of visuals and how students are better able to connect, relate and remember information through the use of visuals.  I have already made some adjustments by when creating my daily objectives for students, I have added a visual representation for the lesson.  This helps give students a clue about what they are learning, it immediately engages them and helps them to remember for future reference.  

Technology also plays a critical role in engaging students.  I have decided that the two types of technologies that I would like to integrate into my instruction is the use of VoiceThread and Spider Scribe.  The use of both of these tools allows students to use visual representations when learning about new or reviewing previous concepts.  Both of these applications will allow students to create an artifact of their learning.  However, the artifacts would be different in respect to the fact that the VoiceThread would serve as a means of a response to a presented question and Spider Scribe would serve as a means for students to organize information that they have learned.

Part of the learning process also includes goal setting and making changes to what I currently am doing within my own classroom.  I have considered what we have learned over the last seven weeks and the two long term changes that I would like to make within my classroom are to utilize visual representations as a means of conveying information to students and providing opportunities for students to participate in projects in which they produce something as a result of their participation.  When thinking about utilizing visual representations as a means of conveying information to students, I want to get away from writing lists and use pictures instead.  I have learned that the brain is visual and in order for students to best learn they need those visual representations to assist them in the process.  I will start with adding pictures to their daily objectives and then use pictures to describe activities and concepts during class.  It is my intention that students will be able to envision the visual representations to assist them with remembering and relating to content in the classroom.  For my second goal of providing students with the opportunity to create their own artifacts in a project based setting, I would like to take some of our deeper cognitive concepts within the Physical Education curriculum and allow students to make artifacts and participate within a group to complete their projects.  For example, my students have the tendency to struggle with nutrition and how it impacts their general well being.  Therefore, if they are provided with the opportunity to create something in relation to nutrition and their well being they may be better able to make better lifestyle choices and have a greater understanding of how to take care of their bodies.

In conclusion, this class has provided me with a wealth of knowledge.  The knowledge that I have gained from the brain, learning theories, educational technologies and instructional strategies have deepened my understanding of learners and how to efficiently meet the needs of all of my students.  Additionally, it has added to my teacher toolbox, which has allowed me to grow professionally.  Thank you for all of your support and providing us with the opportunity to experience these new technologies!  

Connectivism and Social Learning in Practice

This week we took a look at social learning and connectivism in practice.  We explored cooperative learning as an instructional strategy with a focus on social learning.  As a Physical Education Teacher, I utilize cooperative learning frequently in my classroom.  Students are grouped in squad lines or base groups at the beginning of the school year and remain the same throughout the duration.  However, there are times throughout the year where modifications to groups must be made for the benefit of all group members. 

When considering the Social Learning Theory and how it applies to learning, we have quickly learned that it certainly provides a unique opportunity in our classroom.  Social learning has many benefits because it allows students to collaborate and when combined with the cooperative learning instructional strategy each student plays a role and has a responsibility within the group. 

Cooperative learning directly relates to the social learning theories that we explored this week.  One of our focuses is with the use of technology, social learning and cooperative learning.  "Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members to of groups to communicate even if they are not working face to face." (Pitler, p. 140).  When I think about cooperative learning, I envision students working together to create some sort of a final product.  Additionally, when we consider the role that social networking has on learning, the possibilities are limitless.  Through the use of technology, students can interact with one another from home and with other students all over the world.  George Siemens shared that within the theory of connectivism there is an abundant amount of information and that our networks are rich.  With this knowledge and the careful consideration of technology our students can connect with one another and other students all over the world through blogs, wikis, Facebook, WebQuests and many other avenues.  Through their connections students have the opporutnity to interpret the material and information that they are discussing in their own way, but can also learn something additional through their interaction with others.  The social learning theory directly targets and allows the benefits of social networking.  Our students are engrossed with the use of social networking in their everyday lives, why not include it in our instruction? 

https://voicethread.com/share/2907947/

References:
Laureate Education, Inc. (Producer). (2011). Social Learning Theories. [DVD]. Bridging Learning Theory Instruction and Technology. Baltimore, MD: Author
Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Constructivism in Practice

This week we have explored the Constructionism and Constructivism Learning Theories and how they apply in today's classrooms.  As teachers, we spend our time ensuring that students are learning and that their learning needs are met.  Both of these theories address the individual learner and the process of learner.  Dr. Orey discusses how beneficial the constructionism learning theory is in the classroom.  He states that Constructionism is "a theory of learning that states people learn best when they build an external artifact or something they can share with others."  Through this view, we can easily recognize that students do in fact take more knowledge away from a specific learning experience when they are able to create an artificat and share with others what they have learned. 

In the Using Technology with Classroom Instruction that Works book, we took a look at Generating and Testing Hypotheses and how it relates to the Constructionism/Constructivism learning theory.  While reviewing the material presented in this resource, I quickly realized how it directly relates to this learning theory.  Within the text, they discussed the use of spreadsheet software to simulate savings and investments from a financial perspective.  When students have the opportunity to interact with this type of software they are exploring how saving money builds interest and earns additional funds of an extended period of time. 

When considering Constructivism and Constructionism in the classroom, the use of spreadsheet software directly applies.  Student learning begins with interacting with an already designed spreadsheet and learning how to use the spreadsheet to manipulate and see the potential growth of money over a period of time.  As students become comfortable with the software, they then have the opportunity to "create" or "construct" their own spreadsheet to simulate or demonstrate what they have learned.

The topic of constructivism vs constructionism can be a hot topic among teachers due to their individual theories of how student learn.  However, I feel as though that both constructivism and constructionism both have large role in the classroom.  As teachers, we know that there are times where we have to present content in a factual way due to the nature that students need to know the information and then there are times when students can be provided the opportunity to create something based on their learning.  The key to working with both of these learning theories is keeping them both in balance or equilibration.  While students may be learning information that they need to know, they need to be able to relate to the information and this is where the creating component comes into view. 

As a Physical Education teacher, I struggle with this creationg component a great deal.  I spend the vast majority of my time teaching students what they need to know and providing them with activities in realtionship to the content that has been presented.  Rarely do I have the opportunity to allow students to create an artifact based on what they have learned.  However, as an educator I have to take the time and see the value in allowing students to create something based on what they have learned.  This is where careful examination of learning outcomes become significant.  I have evaluate the outcomes and the outcomes that have more value to them for student learning are the ones that I should provide students with the opportunity to create an artifact based on their learning.

Resources:
Laureate Education, Inc. (Producer) (2010) Constructionist and Constructivist Learning Theories. Retrieved from http://sylvan.live.ecollege.com 

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

Cognitivism in Practice

As we continue to explore the Cognitive Learning Theory, it is important to understand how students process information.  We know that the way that students remember information occurs in three stages:  sensory input, short-term memory and long-term memory.  As teachers, we want to create learning experiences and utilize learning tools, so that students are able to store the information that we present to them into their long-term memory.  Dr. Orey discusses about the three types of long-term memory: declarative, procedural and episodic.  With this knowledge we need to ensure that student learning experiences target one of these threee types of long-term memory in order for them to recall the information.

One of the ways that we can do this is through the use of cognitive tools.  We have been exploring concept mapping, graphic organizers, summarizing and notetaking to assist students with organizing new information.  We know that students better handle new types of information when exposed to thie information in both auditory and visual formats.  Providing students with a tool to help them truly understand the material that is being presented in the classroom certainly allows us to do a better job and for students to truly gain an understanding. 

When applying the use of these instructional strategies in the classroom as well as in comparison to the Cognitive Learning Theory, they certainly play a large role in the classroom.  The use of these types of strategies in the classroom have been used for many years, the major difference now is that we're doing them using technology and even allowing students to complete their own concept maps using their own computer and software.  The benefit to this is that with concept mapping students begin with a main idea and are able to sift through and add relevant information to thier map.  Additionally, each student has a different perception of a particular concept.  With that being said, having students create their own concept maps allows them to place the information within the map in a way that is most beneficial for them.  Finally, the use of these new strategies allows students to make connections and generalizations regarding the content through a concept map, graphic organizer or notes that they take in the classroom.     

Behaviorism in Our Classrooms

Behaviorism is inevitable, especially in the classroom.  Many may consider the concept of behaviorism to be something of the past in regards to the idea of either rewarding or punishing students for their behaviors.  However, it is something that will continue to be evident in our classrooms, as Dr. Orey shares that it serves as a means for behavior management.  We need the behavior management in our classrooms to ensure the appropriate learning environment for all students.  Additionally, we naturally reinforce positive behaviors in our classroom, as we want students to do the right thing as it allows us to do our job and allows students to learn. 

As a Physical Education Teacher, I feel that I am constantly reinforcing effort with my students.  In relationship to behaviorism I have implemented motivational strategies such the golden sneaker award, star students and even student helpers as a means of keeping students on track and engaged.  In terms of the use of technology, I have an interactive white board attached to my cart in the gym and students do have the opportunity to utilize to interact with the technology, provided they are demonstrating classroom expectations.  The use of the technology also serves as a means of reinforcing effort because students enjoy interacting with the technology.

 In terms of homework and practice, I do not give homework.  However, I do provide multiple practice opportunities during instructional periods.  “Having students practice a skill or concept enhances their ability to reach the expected level of proficiency” (Stifler, p. 188).  Through my instruction and assessment, I have found that the more that students have the opportunity to practice, the better they become with a given skill or concept.  Additionally, while practicing, students are provided with choices from the equipment that they use, the pace at which they work and the group that they work within.  This closely related to behaviorism as these choices provide students with opportunities for success.  When students are successful, they feel positive reinforcement because they have been successful.  There have been multiple times where they are so excited that they show me what they have learned, further providing them with positive reinforcement for their efforts and correct practice of a given skill or concept.

Overall, we know that behaviorism is an idea that we will continue to see in our classrooms.  It is an essential part of what we do, as we want our students to do well and to learn as much as they possibly can. 

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

Reflection

Over the last seven weeks I have gained an immense amount of information that has completely changed the way that I approach my teaching in all aspects.  I gained the knowledge and use of tools that I never would have imagined possible in a Physical Education classroom.  Additionally, I have discovered that thinking outside of the box is much easier than I once considered and in the end it is going to make me a better teacher and my students will be more engaged and motivated to learn.

As a professional teacher, I have learned how to create my own blog, respond to others’ blogs, contribute to a wiki and make my own podcast.  Through my exploration and experience with these technology tools throughout this course, I have quickly realized their value and place in today’s classroom.  When I originally started this course, I felt overwhelmed about the idea of using blogs, wikis and podcasts, especially when it came to creating my own.  The overwhelming feeling quickly went away as I began working with these tools when I realized how simple and valuable their use was.  Having had the opportunity to use these tools has helped me to have a wider range of tools in my technology toolbox, specifically when I think about addressing the needs of my students.  Furthermore, the use of these technology tools could potentially be the hook that my students need for a higher level of motivation for learning.  Through the use of these tools in both my learning and eventually in my teaching, I have an increased knowledge for teaching and learning.  I have quickly realized the value in being a facilitator of learning and allowing students to guide their own their learning.  I think that there is a higher level of motivation for student learning when they have a choice and are able to relate to their learning. 

Obviously, I have changed my perspective on being teacher centered to student centered in my classroom.  There has been a gradual shift within my school district in regards to this.  Instruction is to be data driven, therefore based on student need or student centered.  Through the duration of this course we have heard several different resources share the benefit of instruction and learning being student centered.  I firmly believe that student centered instruction creates a higher motivation for learning and allows students to develop skills that are necessary for the 21^st century job market.  Students are now more able to know where to find specific information and how to use it appropriately.  Additionally, they are developing skills such as leadership and teamwork by guiding their own learning. 

With a focus on student centered learning, there also comes the topic of continuing to work to increase my knowledge for learning and increasing student achievement.  I am planning on developing ways to integrate tools such as blogs and wikis into my Physical Education classroom.  I often find myself struggling with this concept because it is an activity based curriculum and unfortunately due to circumstances well beyond my control, students need as much physical activity time as possible.  However, that does not mean that I cannot continue to work to build my own knowledge base to increase student achievement and motivation for learning.  Additionally, I continue to attend professional development workshops that address the use of technology to support instruction.  Finally I am planning on implementing the skills and strategies that I am learning through my participation in this program.

I recognize that through my learning, the only way to become more effective is to implement the strategies and skills that I am learning.  I have two goals that I am working towards, that I would like to accomplish within the next two years.  The first goal is to implement the use of daily blogging about student learning in my classroom and the other would be for each student to complete a minimum of sixty minutes of physical activity each day.  Both of these goals are going to require finding the time and holding students accountable for documenting their learning as well as completing their physical activity minutes.  While it would be nice to have the time to take students to the computer lab to blog about their learning during the school day, most likely the time for that will not be found during the school day.  Instead, it will become a homework assignment.  Students will be given a window in which they need to post to their blogs.  Additionally, if students do not have computer and internet access at home, there has to be an opportunity for them to complete their assignment at some point during the school day.  The purpose of the blog would be for students to share and provide insight about their learning, but also an opportunity to share the various activities that they are doing to meet their sixty minutes of physical activity.  The blog would provide an opportunity for students to learn from each other and to share their perspective on their learning.  Finally, it would serve as a learning tool for myself as a teacher as well.  Through the blog postings students would be providing me with items that I would have never considered before when teaching.  It would also provide a unique opportunity for reflection because I would be able to see the impact of my instruction on my students.

Finally, when I referred back to my self assessment checklist, I have discovered that many of my answers to the questions have changed.  For example, I have discovered the value of collaboration and realizing the importance of providing students with the opportunity to understand how their learning relates to their own personal lives.  As I reflect on my current teaching practices, it is my goal to guide students down that path each and every day.  Overall, I want my students to take away something new and exciting each time that they leave my classroom and it is my job to make sure that it happens. 

Today's Students

Hello!  Below you will find my podcast discussing my students and their use of technology outside of the classroom.  Enjoy!

21st Century Skills - How can we prepare our students for their real world?

As educators, we understand that society is always changing, therefore the way that we teach and reach our students is constantly changing as well.  When asked to take the opportunity to peruse The Partnership for 21st Century Skills  it was interesting how much our students need to know and be able to do by the time they graduate high school.  The question is: who is responsible for teaching them and how can we ensure that they are being taught all that they need to know?

I found this website to be a valuable resource as it provides a foundation for the essential skills that our students will need to be productive citizens after their completion of high school.  While many may think that these skills are a bit outrageous in the fact that it may most likely be assumed that students will learn these skills in a school setting, I find it interesting at the variety of skills that are listed for our students to be successful in the working 21st Century.  The one area that I find most interesting and eye opening is the wide array of life and career skills, with attention to Productivity and Accountability.  I find this area intriguing as I do not feel that the education system holds other factors involved in the education process accountable other than teachers and administrators.  The factors that I am referring to are parents and students.  For example, in my school district schools that are not making the appropriate amount of progress on high stake standards provide families with the option of a school choice.  As if to say, we are not doing our jobs as educators and you now may choose the school that your child may attend because of our short comings.  However, the reality is in order for us to be successful with our students we need the support from the home as well.  We need parents to ensure that students are completing homework and that they are coming to school prepared to learn.  When do parents begin to be held accountable for their student's progress as we are as educators?

Many could or would argue that quite possibly all of these skills are not necessary for students to have by the time that they graduate high school.  However, I am in support of these skills as they are skills that many of us learned throughout our years and have had experience with through various opportunities.  I believe that the website above has done an excellent job of identifying those skills and breaking them out into categories to show how they fit within the different areas of our lives.  I never once thought that we would need a large knowledge base of ICT Literacy, but with the continuous advances in technology it has become apparent why we need to this form of literacy.

Through the exploration of this website, I have realized how imperative it is that we begin to address these skills with our students in elementary school all the way through their educational careers.  It is a large challenge, but just as the skills of the 21st Century have shown us we have to be creative in our thinking just as we need to teach our students to do so as well.  It will also be a challenge for students to understand the various tasks and challenges that will come with teaching 21st Century skills, but with careful thought and creativity it can be done.  It will take more time, which is not something we have a plethora of, but these skills can be integrated into our curriculum through more project based learning and less test types of assessments.

Blogs? In Physical Education - Yes!

I teach Elementary School Physical Education and the use of a blog in this type of setting might be a crazy idea, but I believe that it will serve a vital role.  


The use of a blog in my setting would serve as a means to update my school community on the latest happenings in my Physical Education Classroom.  It would be a place to share our current unit, vocabulary and skills that students are practicing in class.  Additionally, it would serve as a resource to families for items such a fitness calendars, nutrition information and ideas for families to be physically active, together.  My blog would also serve as a place where additional information and resources would be posted about the current unit of instruction, so that students can access the information outside of the classroom.  Finally, I do not typically assign homework or expect student to practice skills outside of the classroom, but it would serve as a place to post ideas for extra practice and video references for student use.


I excited to continue my exploration of the use of blogs in the Physical Education Classroom and welcome any ideas and suggestions on how it could support instruction! 

 

Blogging - A New Experience

Hello!  I have created this blog to share and hopefully network with other Physical Education Teachers on the use of technology in the Physical Education classroom.  I am currently in my 5th year of teaching elementary school PE and my school system has a large focus on utilizing technology as a means to enhance student learning.  When the opportunity knocked, I jumped right on board.  In my classroom, I currently use various forms of technology, but most specifically a cart with a LCD projector, computer, interactive white board, a student response system (ActiVotes) and gaming systems.  


I am excited to see where this blogging experience will take me!  I have not used blogs that much, but from the ones that I have perused over the last few weeks, I am curious to see how all of it turns out.