We have discussed setting goals, having a plan, monitoring progress, and engaging in reflection; now we need to look at additional pieces of the plan and consider resources that will engage students and create proficiency and confidence, (Cennamo, Ross, & Ertmer, 2010). In order to do so, students will need to become used to the idea that technology resources can extend their learning and that they can, and should have an active part in creating this learning process. I still plan to incorporate staff development opportunities, collaboration time, and to develop class guidelines and lessons with each individual class that I engage; although more of a focus on Monitoring and Evaluating, by linking objectives to technology assisted assessments, will be incorporated. As a formative assessment I would like to continue to develop lessons where I utilize the Turning-Point interactive clickers to facilitate a variety of learning experiences. Consistent project-based assessments can be utilized in daily instruction to target material that is real-world applicable, demonstrates a wide range of skills, and requires judgment and innovation, (Cennamo, Ross, & Ertmer, 2010). The task of importing summative assessments from word processing documents, into the county-based computer assessment software is now an idea that will be a focus for my PLC in the upcoming school year. The data collected from these CBA, will then be used to drive instruction and provide differentiation where needed. Students should still become familiar with blogging, the use of a wiki, and to know the difference in how to utilize the two for peer communication, assessment, and reflection. Ideas and “new finds”, such as the popular Rubistar website to create, customize, and save rubrics will be shared and can support my goal of demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others,” (NETS-T, 2008).
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
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Kelli,
ReplyDeleteGreat post! One thing I have found with the interactive clickers is that students love using them! I have seventh graders so any time I can incorporate new technology or the clickers into something they are all about it. I am also going to experiment with a couple of my classes and see which I or think works better, blogs or a wiki. My thought or idea is that all classes will not use both they will use different ones. (1st hour - blog, 2nd hour, wiki, etc.)
I am intrigued by your comment that "summative assessments from word processing documents will be uploaded to the county-based assessment software." Does the whole county get a look at your scores or is just all averaged together then the county decides based on that what the county needs are as opposed to individual schools or classes?
Finally, any time you can relate a project to real world application, I have found, they are usually very successful. Teaching Social Studies, I have a couple including creating a business, a stock market game, and choosing a country you would like to live in and why based on economy type, government type, etc., from a choice of 3 or 4 countries not including the United States. Great job, and good luck!
Mike,
ReplyDeleteGreat idea to have each class use a different tool and then to compare your findings. Without even intending to, I bet that students from your various classes talk amongst each other about which one they investigated. This dialogue will actually help broaden all students’ familiarity.
As for the assessments that we will be inputting into county software; only teachers and administrators who have been given the rights within our school or county can see our eCart results, not just anyone. Ideally, it provides students the opportunity to take assessments on line, for teachers to have immediate feedback, and instruction to be differentiated accordingly.
Hi Kelly,
ReplyDeleteSounds like you have covered all the bases. Extending learning is the key and my primary focus. I teach Junior and Senior physics and I have given up on traditional Q & A homework or simple reading assignments. I find that few students really complete the tasks.
Technology is the key. If we can create an environment where traditional homework is replaced with a reenforcement of key concepts in ahome setting that emphasizes self-paced learning, then I think we can make great progress. With this in mind, I would love some input from you on my WEB Tutorial initiative. You can get there through my WEB page. http://www.schoolrack.com/JohnChaco/ Let me know if this idea would work for you.
With regard to WEB Based Summative Assessments, I am not sure how effective they would be. Are you aware of there use anywhere and how effective they have been?
John Chaco