Wednesday, 12 September 2012

My Personal GAME Plan

At the beginning of EDUC 6713-Integrating Technology across Content Areas, I was introduced to the GAME plan concept.  According to Cannamo, Ross and Ertmer (2009), the GAME plan requires one to think about and take steps to direct their learning process, specifically while learning about technology and how to integrate it into their curriculum (p. 3).  The Game plan emphasizes self-directed learning, a strategy that all teachers are familiar with and have implemented in their own learning many times over.  This week’s assignment ask that I, examine the National Education Standards for Teachers (NETS-T), choose at least two indicators I need strengthening in, and share my GAME plan for achieving these goals.

After reviewing the NETS-T, I decided on the two standards I would like deeper growth and understanding in.

The first standard I would like deeper growth in is Standard 1: Facilitate and Inspire Students Learning and Creativity, with an emphasis on indicator b, “engaging students in exploring real-world issues and solving authentic problems using digital tools and resources,” (NETS-T, 2012).  As a mathematics teacher, it has been my goal to design lessons to motivate and engage my students using more thought provoking real-world issues, while implementing technology.

The second standard I would like deeper growth in is Standards 2: Design and Develop Digital Age Learning Experiences and Assessments, with an emphasis on indicator c, “customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources,” (NETS-T, 2012).  With the NCLB Act it is imperative that I find ways in which to reach all students, by designing lessons which incorporates a wide range of technology tools for differentiated instruction. 

To achieve the stated goals it is important for me to ask myself the following questions, a) what information do I need to meet my goals, b) what learning strategies will I use, and c) what resources are needed (Cennamo, Ross, & Ertmer, 2009, p. 4). 

To engaging students in exploring real-world issues and solving authentic problems using digital tools and resources, I must first look at my curriculum to see where I can implement more authentic real-world problems, while using technology, thus leading to more project-based learning.  This will also require self-directed learning on both teacher and students.  Then I will research different technology tools that can be aligned with project based learning. 

In order to customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources, I must first evaluate my students Florida Comprehensive Assessment Test (FCAT) scores, paying attention to their exceptionalities, and also by providing students with a learning inventory assessment.  This will lead to the incorporation of differentiated instruction; I will also research different software programs which will align with this standard.

It is imperative that I monitor whether I am making adequate progress towards meeting my goals, and also reflect on whether the strategies I have selected are working (Cennamo, Ross, & Ertmer, 2009, p. 4).  I must also incorporate a timeline; indicating dates I would like to implement my goals.  I will also access my strategies to ensure that they are assisting me in meeting goals.

With implementing differentiated strategies, I must ensure that I am meeting the needs of all students.  Therefore I will have to monitor students learning on a weekly basis, to ensure that they are all learning the materials while utilizing different technology tools.  I must also assess whether the chosen technology tools are benefiting students.

To evaluate whether or not I am meeting my goals based on the standards, I must determine whether or not I have met my goal and reflect on whether my approaches worked or whether I must modify my strategies for the future (Cennamo, Ross, & Ertmer, 2009, p. 5).

For Standard 1, indicator b: engaging students in exploring real-world issues and solving authentic problems using digital tools and resources, I must first, a) access student’s attitude towards project-based learning, b) survey students  and c) observe and take antidotal notes while students are working on assignment.  If this is not working then I will look at different ways of introducing students to project-based learning.

For Standard 2, indicator c: customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources, I will survey individual students to see if this way of work is working for them.  Another way of evaluating this Standard is by assessing students, this will provide me with the required data needed to evaluate whether or not these different software are assisting in students' comprehension of the lesson.


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

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved September 10, 2012, from:

No Child Left Retrieved September 10, 2012, from:


  1. Kerris, I, too, chose Standard 1 as an area that I believe is essential for students to get excited about learning and truly retain knowledge. By creating an environment where students can express their creativity and own innovative ideas, they can extend and expand on the course content in a manner that gives them greater ownership of their learning. I realize that math may be an area where this could represent a challenge. However, students are always asking "when or how are we ever going to use this?" about many of their subjects. If we can answer this question through the use of technology and activities that move them to see the effects of education in the real world, we are doing more than just meeting curriculum standards. It takes time to put it all together but the benefits will be considerable for us, as the teachers, and of course, our students.
    Regarding Standard 2, this would be an area where I definitely need to practice. Most of our students do understand and use technology every day. Unfortunately, not everyone has the access or the time to explore technology resources. Therefore, I agree with you that it is essential that lessons at school incorporate the use of technology tools on a regular basis. Additionally, having students work in pairs or small groups would benefit everyone as they learn from their peers or receive help their peers in ways they may not from their teacher.
    I agree that your monitoring tools are appropriate. I would also add that using the same technology tool to conduct and create different projects would be another way to check students' progress and skill in using the tool. The practice they receive will be crucial. Giving students a rubric that can be adjusted for different assignments will help guide students to navigate several aspects and components of a specific technology.
    Tabatha Miller

  2. Kerris,

    I am a math teacher as well and I too understand the importance of implementing technology appropriately. Unfortunately, this is sometimes difficult for me for a number reasons. It seems that time seems to be a major issue for me the time needed for all students to becomes efficient at using the technology appropriately verses the time that you must spend on curriculum, test prep, and other "teacher" duties. In addition to the time crunch, it can become an issue when the supplies are limited but, the demand is high. All the teachers in my building are encouraged to use technology and we pride ourselves having 21st century classroom equipment but, it is first come first served.
    I would also like to improve in the area of standard one indicator b. It is imperative that students are able to make connections and that the content is relevant to them. Furthermore, students need to be able to think critically, creatively, and have problem solving skills. These are 21st century skills that student must acquire in order to compete and be productive in tomorrow's workplace. I agree with the idea that in order for this to happen teachers must know the curriculum and find places where these tools can be implemented. Something that works for our content meetings in "Do the Math" Thursday. On the Thursdays that we have planning, we come together and work out task. In doing so, we are able to see where our students may struggle and scaffolding or resources we need to prepare to support our students. Does your department participate in something like this? Great post!

    Liana G

  3. Liana G,

    I must admit when I first acquired an Intelligent classroom, I had a hard time deciding on what part of the curriculum would work with technology. I started, showing more interactive videos, later I added interactive notes, and so on. I know it may seem that you have virtually no time to implement technology into your classroom, however, once you start, you will always find a way.

    I selected Standard 1 indicator b, because I know how important it is to have students connect with the curriculum, and I would like to do a better job supporting my students learning in this area. When students are able to connect what they are learning to the real-world, they are definitely learning the content, and gaining 21st century skills.

    I like your school's idea of "Do the Math" Thursday, I wish my department had common planning, then we would be able to discuss so much more than when we meet for dept. meeting. We do hove PLC meetings, where we meet and discuss what we are teaching and how it is going, give each other advice and support when needed. We have so many different PLC's at my school, that I think the meaning of PLC has dwindled there. Thank you


    1. Kerris,

      I find your post to be quite encouraging. I am struggling with figuring out how to implement technology to teach the curriculum. I am teaching a completely new curriculum and I am struggling with confidence this year. I find this odd because this is my fifth year of teaching. I really like the idea of interactive videos and interactive notes. Do you create these yourself?
      Thank you for the encouragement whether you realize it or not.


  4. Kerris,
    I have been using VoiceThread as an alternative to power point for the last year. I have found it very helpful, for certain projects, to allow students access for direct comments on their peers work. As you will discover, some of the Voice Threads are much more developed than others. You will have some that have the inclusion of music, film clips, and other image enhancing techniques. I have found using the Voice Thread opens up more creativity for the students.