Delving into my GAME plan, I was able to self-evaluate my instructional strategies and identify the strengths and weakness. More importantly, not only was I was able to identify my weakness, but I was able to specifically address those shortcomings. Working with the GAME plan enabled me to set goals and develop a plan to meet those goals. As an educator, I am constantly evaluating the learning of students to ensure their skills and knowledge are growing. However, as an educator I also need to continually evaluate my own learning to promote my growth as a leader in the classroom. While developing a GAME plan may seem difficult and time consuming, the reality is that educators are already evaluating their strengths and weakness in one way or another; however, the GAME plan is more precise and systematic. It is crucial to take ownership of one’s own learning and growth. Tasking ownership of one’s own professional growth enables educators to act in response to the ubiquitous nature and role of technology, ensure our instructional skills are current, and finally be better equipped to address the needs of the students (Cennamo, Ross, and Ertmer, 2010).
Furthermore, with continuous change of technology and the impact technology has on today’s students, it is essential to consider how technology can support and extend learning beyond the classroom. According to Cennamo, Ross, and Ertmer, (2010) it is critical to integrate technology to enhance the learning experience. Combining technology into a lesson is unbeneficial to students if the process can be accomplished with out the use of technology. In addition, Vikki Davis, (2009) indicates that technology should allow us as educators to “connect to other people’s resources and cultures from around the world.” Moreover, technology should not be integrated for the sake of incorporating technology in the classroom (Laureate Education, Inc., 2009). Considering all the changes in education, expecting educators to examine all the changes and initiate the necessary changes to better meet the needs of our students is unrealistic and unproductive for the students. It is far more productive for me as an educator to smart small and examine previous lesson plans and discover ways that technology can enhance students learning in the classroom. Another transition that has been made is developing more lessons that are problem based learning lessons. Dr. Peggy Ertmer, (2009) suggests that problem based learning enriches students learning experience by allowing students to use technology to collect, organize, evaluate, and synthesize information. Most notable, is the opportunity students have to incorporate authentic tools, language and methods in finding a solution (Laureate Education, Inc., 2009).
Finally, it is important to understand that incorporating technology does automatically create authentic instruction or 21-st century learning, but it serve as a powerful platform for engaging students in authentic learning experiences (Cennamo, Ross, and Ertmer, 2010).
Cennamo, K., Ross, J. D., & Ertmer, P. A. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth.
Laureate Education, Inc. (Executive Producer). (2009). Spotlight on technology: Social networking and online collaboration part 1. Baltimore, MD: Vikki Davis.
Laureate Education, Inc. (Executive Producer). (2009). Spotlight on technology: Problem-based learning part 1. Baltimore, MD: Dr. Peggy Ertmer.