Game Plan

Nerdliness comes very easily to me. I’m constantly listening to tech podcasts, purchasing the latest gadgets and really blazing the way along the lines of technology. I consider myself to be a front-line user, a recovering hacker and a strong example of what can be done with technology. I push software applications to the limit while frequently finding new and different ways to exploit their benefits towards educational presentation. One step into my classroom will find a kid at my Promethian board, while others vote with their active votes. My laptop will be open on my podium controlling my presentation computer through screen sharing. My iPad may or may not be in use to control the screen, but my iPhone will surely be in control. Intermittent music will be playing through my computer which is linked to the stereo. Each student will probably have a laptop open and be following along while I stand behind them in order to monitor and direct. Fortunately, the Social Studies teacher on my team, the Evil Mr. Seibert, runs his class very much the same way and my students are constantly immersed in high expectation, technological development of curricular ideas.

I have no issues in keeping up with technology as it is my hobby. I share this passion with my imaginary enemy and partner in crime Mr. Seibert. He and I, as well as the building IT pretty much lead the district charge towards development.

It is appropriate to have goals with regard to our onslaught towards digital evolution. Our goals for the current time frame center around NETS standards #2 and #4. Mr. Seibert and I have to constantly remind ourselves of ethics involved in the fair use of materials. The speed at which we move and the ease with which we borrow must be kept in check such as to assure proper credit to creative entities. It is essential that our students whiteness and understand this approach as we hope that they will become even faster and more digitally agile than we are.

Further, as we push the edge of the walled garden, it is a clear responsibility and goal to design and develop digital-age learning experiences and assessments. My friend and I constantly share ideas that we implement in our very different curricular environments and we often borrow technological approaches from each other. We are the creators. I think that we would benefit much from borrowing ideas from others. It is, therefore, a fair goal to attempt to reach out to seek truly inspirational learning and assessment activities from other sources.

In order to attain these two goals, I intend to implement a few simple steps. With regard to digital citizenship, a simple checklist poster on the wall of my room should keep me on track. As I move through digital sources at the speed of light I will take time to make sure that my students see me slow down to check validity and authorship while providing credit where credit is due. I cannot expect my students to perform with digital integrity if I do not hold myself to the same standard. A simple measure of my development along these lines will be an observation of my students’ similar accountability.

As far as the use of other sources for technological implementation, it is a simple goal to seek out one outside source per grading period with which to challenge both my openness and my students’ boundaries. Other teachers have a great deal to offer both collaboratively and publicly on sites such as Promethian Planet and other sharing sites.

Monitoring will be simple in that I will be able to asses what works as far as my teaching style and my students’ performance. I will continue to make use of our class wiki for student reflection and collaboration.

Ultimately, I will attempt to step outside of my comfort zone of feeling like I’m the only one who can create anything while trusting and relying on the creativity of others to assist my teaching style.