I feel that there are two essential needs for my game plan's success. The first is an accessible accountability checklist for my students and their web work and the second is a means by which to organize the different resources that I find to implement in my classroom.
In order to create the checklist, a paper checklist is the first step in order to flowchart the ideas that I have for student accountability. However, in order to best meet the student's needs and to implement technology, I feel that it would be essential that this checklist be incorporated into an on-line format. I'm not sure what format that I would choose at this time, but I would like something that the students could easily fill out and then submit. It should be something of a simple nature with buttons to check and fields to fill out. I am very open to suggestions as to resources that I might employ to create such a re-usable document.
Secondly, in order to organize the resources that I intend to borrow from in order to enhance my classroom instruction, I have already begun to add tags to my delicious library. Using these bookmarking "files" I am able to compile resources as I find them. Later, I am easily able to re-access these files as I need them.
Thursday, July 15, 2010
Thursday, July 8, 2010
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.
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.
Sunday, February 28, 2010
Reflection
This course has led me to some very profound changes that I have implemented within my personal theory of learning. I do not believe that my foundational stance has shifted, as I remain quite structured and assertively behaviorist in nature. However, with the implementation of student voice threads(http://tgosepanski.wikispaces.com/VT+Add) and construction of artifacts such as mind maps created through the program Inspiration and Webspiration, I have recognized significant student gains in knowledge. Student mastery of basic concepts has risen steadily as less time is spent on traditional instruction and more time has been allocated to constructivist ideas and practices.
One of the most basic manifestations came this last week with my 7th Grade Pre-Algebra class. We were studying a concept regarding using multipliers to convert between different units of measurement. After guiding the kids in how to think, I led a discussion about who was actually going to use these procedures? This led to an assertion that, "There's an App for that!" I pointed out to the kids the converter that exists on my class website and further, I pointed out 2 converters that I have on my iPhone that they could download to their own iTouch's. We discussed the need to have a rudimentary understanding of unit sizes in order to be "educated." However, students will be allowed to use technological devices on their next assessment. It is ludicrous not to encourage this practice.
Tomorrow's class begins using voice threads to discuss relevant topics covered in the standard curriculum. What follows is an opportunity for students to convey an actual understanding of what is necessary to have mastered and at their fingertips as compared to what is reasonable to access electronically.
It is through the acceptance of change that we step forward. I have begun to recognize that Missouri Grade Level Expectations allow a framework of essentialist mastery while teaching and learning gravitate toward collaborative constructivism of relevant artifacts.
One of the most basic manifestations came this last week with my 7th Grade Pre-Algebra class. We were studying a concept regarding using multipliers to convert between different units of measurement. After guiding the kids in how to think, I led a discussion about who was actually going to use these procedures? This led to an assertion that, "There's an App for that!" I pointed out to the kids the converter that exists on my class website and further, I pointed out 2 converters that I have on my iPhone that they could download to their own iTouch's. We discussed the need to have a rudimentary understanding of unit sizes in order to be "educated." However, students will be allowed to use technological devices on their next assessment. It is ludicrous not to encourage this practice.
Tomorrow's class begins using voice threads to discuss relevant topics covered in the standard curriculum. What follows is an opportunity for students to convey an actual understanding of what is necessary to have mastered and at their fingertips as compared to what is reasonable to access electronically.
It is through the acceptance of change that we step forward. I have begun to recognize that Missouri Grade Level Expectations allow a framework of essentialist mastery while teaching and learning gravitate toward collaborative constructivism of relevant artifacts.
Thursday, February 4, 2010
Voicethread Post
Here is a link to the voice thread post that I created regarding an activity that I conducted with my 7th Grade Mathematics and Pre-Algebra classes.
Your comments are welcome!
Thanks,
John
http://voicethread.com/share/893383/
Your comments are welcome!
Thanks,
John
http://voicethread.com/share/893383/
Wednesday, February 3, 2010
Connectivism and Social Learning in Practice
Cooperative learning environments and social networking play directly into correlation with social learning theories. Our culture is literally gushing with an overabundance of data and resources. In order to construct knowledge or to gain equilibrium, it is essential that students learn expertise into the proper use of networks and group interactions in order to establish cultural meaning. “Knowledge is a human product, and is socially and culturally constructed. (Orey, 2001)” In order to assemble knowledge, it is essential that educators facilitate communal situations that enable such social constructivism.
Technology is the impetus that has ushered in the change from behaviorism through connectivism. In an environment of limitless information, “The act of learning, then is the act of forming networks (Laureate, 2009)” gained through the social process. It is logical that since technology has ushered in this most recent evolution that it remain the vehicle of advancement and connectivity.
Our students today are immersed in social connectivism. It is imperative that we embrace this trend rather than remain stubborn in our comfortable traditions. An excellent college professor once explained to me that a “Revolution” was like a wagon wheel. In a revolution, the bottom came up onto the top and the top went to the bottom. We are experiencing a silent but unprecedented revolution of the educational environment. We must embrace the technology and social connectivity in order to assist our students to develop a perspective with which to embrace an environment of rapidly exponentially accelerating change. It is no longer acceptable to present a topic and provide a diploma. Kids need the skills to establish and access networks in order to process overwhelming amounts of information into knowledge.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Multiple Intelligences and Learning Styles. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Main_Page on January 10, 2010.
Technology is the impetus that has ushered in the change from behaviorism through connectivism. In an environment of limitless information, “The act of learning, then is the act of forming networks (Laureate, 2009)” gained through the social process. It is logical that since technology has ushered in this most recent evolution that it remain the vehicle of advancement and connectivity.
Our students today are immersed in social connectivism. It is imperative that we embrace this trend rather than remain stubborn in our comfortable traditions. An excellent college professor once explained to me that a “Revolution” was like a wagon wheel. In a revolution, the bottom came up onto the top and the top went to the bottom. We are experiencing a silent but unprecedented revolution of the educational environment. We must embrace the technology and social connectivity in order to assist our students to develop a perspective with which to embrace an environment of rapidly exponentially accelerating change. It is no longer acceptable to present a topic and provide a diploma. Kids need the skills to establish and access networks in order to process overwhelming amounts of information into knowledge.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Multiple Intelligences and Learning Styles. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Main_Page on January 10, 2010.
Sunday, October 11, 2009
Podcast
Check out the podcast for Week 5.
http://www.teachertube.com/members/music.php?music_id=986&title=John_Sepanski_s_Podcast
Thanks TeacherTube!
http://www.teachertube.com/members/music.php?music_id=986&title=John_Sepanski_s_Podcast
Thanks TeacherTube!
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