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.
