At the outset of this course, we learned what it meant to be a self-directed learner (Laureate Education, 2009). I have always been self-motivated, but I am not certain if I was always self-directed. In regard to the GAME plan as described by Cennamo, Ross, and Ertmer (2009), my business background provided me with many opportunities to set both short and long-term goals, plan strategically how I was going to achieve the goals, and develop means by which I can monitor my progress and accumulate data to determine if the goals were achieved; however, until now I never had a template to follow.
As I reflect on my GAME plan, I can say that the original goals that I set then are the same as I would lay out for myself today. I believe that I learned how to assess my students better and how to make better decisions regarding which technologies to use or not to use as well as when a low-tech tool might be better than a high-tech tool. Furthermore, I have continuously engaged to learning about new technologies and how they can enhance the teaching and learning processes. Likewise, I believe that the actions that I outlined were what I needed in order to reach my goals. Joining PLCs, subscribing to listservs, attending webinars, and consulting with my colleagues and classmates each played a significant role in allowing me to achieve my goals.
However, I believe that where I fell short was in the area of evaluation. Upon reflection, I do not think that I accumulated enough data nor solicited enough evaluative input from others so that I can say definitely that I achieved my goals. Stated another way, from a formative assessment perspective I believe my goals were met, but I cannot say that from a summative assessment viewpoint.
So, how would I use the GAME plan for my students? As stated previously, I have never used a template like this before, but I now recognize its power and potential. Students need to set goals, think about how they will reach the goals, track their progress, and determine if they achieved success or not. The GAME plan is perfect for that use. Likewise, it is something that I would like to incorporate as part of the professional development process when I assume my new job as an Educational Technology Integration Coordinator.
In this new role, I will be responsible for working with teachers to help them integrate technology into their curriculum and in their classroom. Professional development will play a significant role in this process, and working with each teacher to develop a personal GAME plan could make the path a bit more realistic and clear for each of us.
Speaking of clarity, in one form or another I have practiced PBL, online collaboration/social networking, and digital storytelling in my classroom. I believe that this stems from my time in business, the teaching style that I am most comfortable, and simply because of the nature of the courses that I teach. However, until this course I never thought about how they are integrated. I had always looked at each as a standalone; no longer, because it is now clear that they should be interlocked.
These are exciting times. Exciting, yet challenging. Exciting, yet unnerving. Exciting, yet frustrating. I believe that many years from now, education researchers will look back at this time and determine that all the challenges were warranted and met, all of the unsettled feelings were a part of learning, and all of the frustration with technology was an essential byproduct of the evolutionary process. Furthermore, I believe that they will come to the conclusion that this is one of the most important and profound times in education. I am so happy and proud to be a teacher right now!
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). (2009). Program Two: Promoting creative thinking with technology [Webcast]. Integrating technology across the content areas. Baltimore, MD: Cennamo, K.
